Abstract

Although field experiences are an essential component of teacher preparation that enables teachers to transfer their knowledge and skills to actual classroom practice, teacher preparation programs have continued to overlook the need for hybrid and online field experiences in P-12 settings. To assist programs with gaining insights into the design of such experiences, a systematic review synthesizing the characteristics of field experience models implemented in P-12 hybrid and online settings was conducted. Findings indicated that field experience models most often required teacher candidates to reflect on observations and lessons, plan and teach lessons, assess and evaluate students, and observe mentor teachers and peers. These requirements should be prioritized in hybrid and online field experiences and enhanced by strengthening relationships between teacher candidates and mentor teachers. Additionally, larger-scale studies are needed to attain insight into developing tools to accurately evaluate the performance of teacher candidates in hybrid and online field experiences. There is also a need for professional development for mentor teachers focused on effectively supporting teacher candidates. Finally, hybrid and online field experiences should be aligned with the knowledge and skills needed to promote 21st-century learning and overcome digital inequities.

Citation

Woo, L. & Archambault, L. (2023). Implementation of field experience models in P-12 hybrid and online settings: A systematic review. In E. Langran, P. Christensen & J. Sanson (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference (pp. 2349-2354). New Orleans, LA, United States: Association for the Advancement of Computing in Education (AACE). Retrieved September 1, 2024 from https://www.learntechlib.org/primary/p/222130/.

© 2023 Association for the Advancement of Computing in Education (AACE)