Document Type
Article
Digital Object Identifier (DOI)
10.3390/educsci13070653
Journal Title
Education Sciences
Publication Date
2023
Abstract
This study aimed to investigate the transformation of pre-service teaching experience due to virtual or hybrid completion during the 2020–2021 school year and to identify teaching and mentoring innovations that teacher educators should continue to promote. The research involved 14 student teachers and 5 mentor teachers from the United States across elementary, secondary, and pre-K–12 programs who participated in surveys, semi-structured interviews, and focus groups. The results indicated that the integration of technology in student teaching and the shift to virtual or hybrid learning brought about new challenges and opportunities for both student teachers and mentor teachers. The study highlights technology that may continue to be used post-pandemic, the promotion of virtual communities of practice, and ways to quickly integrate and maximize student teachers in the classroom.
Publisher Statement
This article is an open access article distributed under the terms and conditions of the Creative Commons Attribution (CC BY) license (https:// creativecommons.org/licenses/by/ 4.0/).
Recommended Citation
Irish, C. K., Wells, M. S., Davis, J. S., Peck, K., & Clayton, C. (2023). Pandemic innovations in teacher education: Communities of practice, mentoring, and technology. Education Sciences, 13(7), 653. https://doi.org/10.3390/educsci13070653
Included in
Curriculum and Instruction Commons, Educational Technology Commons, Elementary Education Commons, Secondary Education Commons
Comments
The definitive article is available on the journal's website at: https://doi.org/10.3390/educsci13070653.