The Opportunities and Constraints of a Virtual Field Experience During a Global Pandemic for ELA Teacher Candidates’ Learning About Culturally Sustaining Pedagogy
Melissa Schieble, Jody Polleck, Hunter College-CUNY, United States
CITE Journal Volume 21, Number 2, ISSN 1528-5804 Publisher: Society for Information Technology & Teacher Education, Waynesville, NC USA
Zeichner and Bier (2015) noted the “opportunities and pitfalls” of the shift toward a greater focus on field experiences in teacher education programs in the United States. In particular, equitable opportunities for all teacher candidates to experience and apply culturally sustaining ELA praxis are even fewer given the marginalization of these pedagogies in schools under pressure to meet curricular standards and improve test scores. The COVID-19 global pandemic rapidly transformed the landscape of ELA teacher candidates’ field experiences in 2020. Using Grossman’s (2009) theoretical framework of representation, decomposition, and approximation of practice to analyze teacher learning, the authors explored and analyzed the opportunities and constraints of virtual fieldwork during a global pandemic. Implications are addressed for technology-supported opportunities to learn in the field that will endure beyond the current moment.
Schieble, M. & Polleck, J. (2021). The Opportunities and Constraints of a Virtual Field Experience During a Global Pandemic for ELA Teacher Candidates’ Learning About Culturally Sustaining Pedagogy. Contemporary Issues in Technology and Teacher Education, 21(2), 231-265. Waynesville, NC USA: Society for Information Technology & Teacher Education.
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