"We Were Able to Get Creative": Virtual Field Experiences During Literacy Instruction With Preservice Teachers

• In Event: AERA Roundtable Session 1
  In Roundtable Session: Digital and Tech Tools for Teacher Learning

Abstract

Field experiences are an integral part of teacher education programs because they provide students with an opportunity to put the theory they are learning in their university classrooms into practice. The purpose of this research study was to explore the teachers’ virtual field experiences at two universities during the COVID-19 pandemic to identify the practices that inform instructors’ and course developers’ practices to provide effective and cohesive virtual field experiences. Twenty-seven preservice teachers participated in this study. Results of the study showed that preservice teachers identified experiences with technological tools, assignments, and working with a CT as valuable in virtual field experiences

Authors

• Tala M Karkar Esperat, Eastern New Mexico University

• Chelsey Bahlmann Bollinger, James Madison University