Innovations in Intern/Mentor Relationships and Conceptions of the Technological Pedagogical Content Knowledge (TPACK) Framework
Document Type
Article
Journal Title
Teacher Educators' Journal
Publication Date
Fall 2022
Abstract
The global COVID-19 pandemic has caused many adaptations to pre-service teacher preparation, especially supporting completion of field-based internship experiences. This mixed methods research project utilized surveys to analyze the impact of virtual settings on (1) intern (n=14) and mentor teacher (n=5) experiences and relationships and (2) the use of instructional technology, specifically Technological Pedagogical Content Knowledge (TPACK). Key findings indicated (1) reversals of traditional mentor/intern relationships and (2) the role of technology as the foundation of instructional decision-making, resulting in challenges when adapting pedagogies of classroom management, assessment, and differentiation to virtual settings.
Publisher Statement
The Teacher Educators’ Journal (TTEJ) is published by the Virginia Association of Colleges and Teacher Educators (VACTE), a state unit of the Association of Teacher Educators (ATE) and the American Association of Colleges for Teacher Education (AACTE). The journal aims to stimulate discussion and reflection about issues related to teacher education.
This article is openly available on the web and through ERIC.
Recommended Citation
Wells, Melissa Summer, Christy K. Irish, Kristina A. Peck, Janine S. Davis, and Courtney Clayton. 2022. “Innovations in Intern/Mentor Relationships and Conceptions of the Technological Pedagogical Content Knowledge (TPACK) Framework.” Teacher Educators’ Journal 15 (2): 1–26. https://eric.ed.gov/?id=EJ1383746.
Comments
The definitive article is available on the website of the Teachers Educators' Journal - https://www.ateva.org/journal-1.