Building Community in a Pre-Service Teacher Cohort during a Pandemic

Autor/inn/en	Bradley, Nancy A.; Fogelsong, Donna
Titel	Building Community in a Pre-Service Teacher Cohort during a Pandemic
Quelle	In: Teacher Educators' Journal, 14 (2021), S.43-60 (18 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	COVID-19; Pandemics; Preservice Teacher Education; Communities of Practice; Elementary School Teachers; Graduate Students; School Closing; Online Courses; Distance Education; Educational Technology; Technology Uses in Education; Masters Programs; Teaching Methods; Preservice Teachers; Group Activities; Field Trips; Internship Programs; Experiential Learning; Virginia + Suchen Sie Ihr Suchwort? Lehramtsstudiengang; Lehrerausbildung; Community; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; School closings; Schule; Schließung; Schließung (von Schulen); Online course; Online-Kurs; Distance study; Distance learning; Fernunterricht; Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Magister course; Magisterstudiengang; Teaching method; Lehrmethode; Unterrichtsmethode; Gruppenaktivität; Exkursion; Berufspraktische Ausbildung; Experiental learning; Erfahrungsorientiertes Lernen
Abstract	The onset of the COVID-19 pandemic in the spring of 2020 impacted not only how students in our public and private schools were taught, but also how the professors prepared preservice teachers to become future teachers. Striving to build a community of practice among a new cohort of M.A.Ed-Elementary Education preservice teachers, faculty worked collectively to transition from face to face to virtual instruction, selected materials that encouraged hands-on learning, adapted assignments to allow for the building of community among our students, and built positive relationships with students to allow for open lines of communication. Though we felt like we were building the bridge while crossing it, the ultimate goal was to form a cohort of preservice teachers that supported one another as a community during the transition to an online learning environment while managing the challenges of both the in-person and hybrid field placements. (As Provided).
Anmerkungen	Association of Teacher Educators in Virginia. Shenandoah University, Winchester, VA 22601. e-mail: ehthomps@ehc.edu; Web site: https://www.ateva.org/journal-1/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01