ABSTRACT

This paper presents a case study of how two teacher educators responded to the disparities and challenges of field experience opportunities for undergraduate teacher candidates. The purpose of the study was to explore teacher candidates’ perceptions of the benefits and challenges of having the teacher educators physically present during virtual classroom observations that were conducted in place of traditional field observations or practicum. Social Learning Theory was applied to this study. The authors conclude the paper by providing recommendations regarding the continued exploration of how virtual classroom observations with the presence of teacher educators can help facilitate and leverage timely, meaningful support for teacher candidates.

摘要

本文介绍了两位教师教育工作者如何应对本科教师候选人的实地经验机会的差异和挑战的案例研究。该研究的目的是探讨教师候选人对在虚拟课堂观察期间让教师教育工作者亲自出席而不是传统的实地观察或实习的好处和挑战的看法。社会学习理论被应用于这项研究。作者通过提供有关继续探索虚拟课堂观察如何在教师教育者在场的情况下帮助促进和利用对教师候选人的及时、有意义的支持的建议来结束论文。