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The Rapid Response of William & Mary’s School of Education to Support Preservice Teachers and Equitably Provide Mentoring to Elementary Learners in a Culture of an International Pandemic

, , William & Mary, United States

Journal of Technology and Teacher Education Volume 28, Number 2, ISSN 1059-7069 Publisher: Society for Information Technology & Teacher Education, Waynesville, NC USA

Abstract

When the world abruptly halted in the midst of the COVID-19 crisis, stakeholders of K-12 education sought ways to directly serve teachers, parents, and children socially, emotionally, and academically “at a distance.” Elementary preservice teachers (PSTs) immediately experienced the direct and indirect impacts of the crisis as they were required to leave teaching internships needed for graduation and teacher licensing. This paper puts forth the rapid conceptualization and implementation of a Virtual Tutoring Program by PSTs and teacher educators to use technology to support elementary learners in critical need at a local elementary school. We describe our problems of practice, the process of collaboratively designing the program, key strategies for implementation, and early results reported from teacher candidates that provide implications for teacher educators.

Keywords: Teacher education, equity, online tutoring

Citation

Kier, M. & Clark, K. (2020). The Rapid Response of William & Mary’s School of Education to Support Preservice Teachers and Equitably Provide Mentoring to Elementary Learners in a Culture of an International Pandemic. Journal of Technology and Teacher Education, 28(2), 321-327. Waynesville, NC USA: Society for Information Technology & Teacher Education. Retrieved February 25, 2021 from .