Online Practice-Based Teacher Education: Barriers and Possibilities

• In Event: Protocols and Pedagogy: Curricular Interventions in Practice

Abstract

This multiple case study examines how graduate-student teacher educators adapted their practice-based teacher education courses during spring 2020 when transitioning to online instruction in response to the COVID-19 pandemic. We use the learning cycle proposed by McDonald, et al., (2013) to explore how this transition influenced instructors’ ability to instruct preservice teachers enrolled in methods courses. Findings suggest instructors found both barriers and possibilities within the online space. Participants were able to introduce practices in multiple modalities that provided students different ways for accessing content. However, there were no opportunities for authentic enactment which denied students opportunities to develop both pedagogical judgment and critical reflection skills. We find the cycle of core practices is thus broken in the online space.

Authors

• Monica Anthony, University of Maryland - College Park

• Colleen Gannon, Johns Hopkins University – Baltimore

• Erin K Hogan, University of Texas at Austin

• Virginia Byrne, Morgan State University

• Neil Dhingra, University of Maryland