Virtually Ready? Pre-service teachers' perceptions of a virtual internship experience
Research in Social Sciences and Technology Volume 1, Number 1, ISSN 2468-6891 e-ISSN 2468-6891 Publisher: Research in Social Sciences and Technology
The purpose of this phenomenological study was to understand the experiences of six secondary pre-service teachers that completed a semester long internship with a supervising mentor at a virtual school in the Southeastern United States. The secondary pre-service teachers in this study voluntarily chose a placement in the virtual school over a traditional classroom placement for completion of their initial licensure field experience. This study sought to examine why secondary pre-service teachers chose a virtual internship and what their experiences were like as online instructors. A total of six participants completed a sixty-minute semi-structured interview at the completion of the semester long virtual school internship. Results of the study indicated that secondary pre-service teachersâ€™ primary motivation for entering a virtual internship experience was â€œconvenience.â€ Additionally, participants felt prepared for future employment in virtual schools, but had some reservations about their prospects in a traditional classroom setting.
Waters, S. & Russell, W. (2016). Virtually Ready? Pre-service teachers' perceptions of a virtual internship experience. Research in Social Sciences and Technology, 1(1),.