Teacher Candidates' Pivot to Virtual Literacy Field Experiences: The Interplay of Culturally Responsive Sustaining Pedagogies and Improvisation

Autor/inn/en	Coakley-Fields, Mary; Kelly, Courtney; Cunningham, Katie Egan; Krafick, Kori
Titel	Teacher Candidates' Pivot to Virtual Literacy Field Experiences: The Interplay of Culturally Responsive Sustaining Pedagogies and Improvisation
Quelle	In: Contemporary Issues in Technology and Teacher Education (CITE Journal), 22 (2022) 3 PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Preservice Teachers; Culturally Relevant Education; Experiential Learning; Literacy Education; Educational Technology; Technology Uses in Education; Creative Teaching; Summer Programs; Elementary School Students; Grade 3; Grade 4; Grade 5; Grade 6; Online Courses; COVID-19; School Closing; Pandemics; Males; At Risk Students; Hispanic American Students + Suchen Sie Ihr Suchwort? Experiental learning; Erfahrungsorientiertes Lernen; Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Creative thinking; Teaching; Kreatives Denken; Unterricht; Sommerkurs; School year 03; 3. Schuljahr; Schuljahr 03; School year 04; 4. Schuljahr; Schuljahr 04; School year 05; 5. Schuljahr; Schuljahr 05; School year 06; 6. Schuljahr; Schuljahr 06; Online course; Online-Kurs; School closings; Schule; Schließung; Schließung (von Schulen); Male; Männliches Geschlecht; Hispanic; Hispanic Americans; Student; Students; Hispanoamerikaner; Schüler; Schülerin; Studentin
Abstract	This qualitative investigation examines how teacher candidates enrolled in literacy courses navigated virtual field work experiences during summer and fall 2020. The study is grounded in theories of improvisation as a pedagogical practice and culturally responsive and sustaining approaches to teaching. Data show that teacher candidates took advantage of the affordances of the environment and adapted their practice to suit the new situation by improvising and growing their virtual teaching skillset for culturally responsive literacy instruction. Findings reveal the importance of teacher candidates developing improvisational culturally responsive and sustaining practices, including learning about students' interests, cultures, and experiences and applying that knowledge to build rapport and curricular connections. (As Provided).
Anmerkungen	Society for Information Technology and Teacher Education. P.O. Box 719, Waynesville, NC 28786. Fax: 828-246-9557; Web site: https://citejournal.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01