Unpacking the Experiences of In-Service Teachers in Hybridized In Situ Teacher Education Field-Based Coursework

• In Event: AERA Poster Session 5
  In Poster Session: Division K Section 6 Poster Session

Abstract

While there has been research on the benefits of in situ teacher methods courses for teacher candidates, we sought to understand the experiences, perspectives and impacts of school-based in-service teachers who participate in such initiatives as called for in the research literature. This case study provides an in-depth reflection on in-service teachers’ professional learning within hybrid teacher education courses embedded in their classrooms as part of in situ language arts courses. Impacts in the form of challenges and benefits suggest that inviting teacher mentors to participate as teacher inquirers supported them to explore the relationship between theory and their own practice recasting diverse learners as curricular informants.

Authors

• Leyton Schnellert, The University of British Columbia

• Donna Lynn Kozak, The University of British Columbia - Okanagan