Reflecting on the Development of an Online Teaching Field Experience for Elementary Teacher Candidates

• In Event: Innovations and Adaptations in Higher Education, Paper Session 3

Abstract

Abstract: This study examines elementary teacher candidates’ confidence in teaching in online, hybrid, and blended learning environments. It reflects on the design and efficacy of an elementary teacher preparation program’s field experience, addressing the scarcity of online teaching practica opportunities. Combining Constructionism and the TPACK Framework, the study explores candidates’ confidence and skills. Preliminary data analysis reveals candidates’ limited prior experience in online teaching, yet an interest in teaching online. Emerging themes include enhanced confidence in instructional technology, improved digital fluency, and early adoption of active learning strategies. These findings inform the study's ongoing analysis and contribute to informing the design of teacher preparation for online instruction.

Authors

• Kate Shively, Ball State University

• Sehyun Yun, Ball State University

• Rachel Geesa, Ball State University

• Kylie Heyerly, Ball State University