Abstract
High-quality, field-based practicum experiences provide learning opportunities foundational to future teachers' pedagogy that coursework alone cannot replicate. However, access to these field-based placements for preservice teachers can be limited at times, such as during the COVID-19 pandemic. This chapter explores how one instructor of an intermediate literacy course, which carries a 20-hour field-based practicum requirement, rewrote a traditional field-based literacy experience to design a virtual practicum experience. Following a review of the literature, this chapter is divided into three key parts: (1) design elements of a virtual literacy practicum, (2) preservice teacher perceptions of a virtual literacy practicum, and (3) comparisons of preservice teachers' experiences in a traditional in-person literacy practicum to a virtual literacy practicum. Finally, suggestions for re-writing traditional field-based literary practicum experiences will be provided.
TopBackground
High-quality practicum experiences integrate course content with extensive time in field-based placements, with appropriate scaffolding provided by a more expert other (Darling-Hammond, 2010; AACTE, 2018). While this finding is consistent across all educator preparation programs, additional considerations come into play when working with future teachers of literacy. According to research reviewed by the International Literacy Association (ILA) and the National Council of Teachers of English) (NCTE) (2017), four critical indicators of high-quality literacy-focused educator preparation programs include (1) knowledge development, (2) application of knowledge within authentic contexts (including field-based experiences), (3) ongoing teacher development, and (4) ongoing assessments. Risko and Reid (2019) described this second element involving field-based learning as “authentic practice that is extensive, coherent with program content and goals, and well mentored” (p. 424).
Similarly, Sailors et al. (2004) studied field experience components of eight educator preparation programs that the ILA recognized as high-quality. These programs shared three overarching features: (1) building preservice teachers’ reflection skills; (2) offering field experiences in varied formats—such as different grades and configurations of instructional groups—and with appropriate scaffolding and feedback; and (3) hosting one-on-one tutoring with struggling readers, either in university reading clinics or in classrooms. Notably, all eight of these ILA-recognized high-quality programs offered preservice teachers opportunities to work with a child in a one-on-one tutoring context, with supervision from a university instructor or classroom teacher. Support can also come from peers in practicum experiences. Allen and Swearingen (2002) worked with preservice and inservice teachers to see how their practicum experience in a university reading clinic impacted their understanding of literacy instruction. One significant structure of this experience involved preservice teachers working in pairs to deliver weekly instruction. In these pairs, one preservice teacher would teach while the other observed through a one-way mirror.
Key Terms in this Chapter
Educator Preparation Program: Programs affiliated with colleges/universities that provide coursework and field experience necessary for preservice teachers to complete teaching credentials.
Virtual Practicum: An experience where preservice teachers work with actual students in real-time using a videoconference platform.
Tutoring: Model of instruction that involves one student receiving personalized instructional support.
Preservice Teacher: A future educator who is not yet fully certified to teach; still completing coursework, field experiences, and teacher certification exams.
Hybrid Instruction: Instruction offered using a mixture of in-person and virtual learning modalities, either simultaneously or at separate times.
Practicum: Component of high-quality teacher education programs that typically involves placing a preservice teacher in the “field” alongside a mentor teacher in a K-12 classroom. Also called fieldwork or clinical experience.
Intermediate Literacy: A period of literacy development typically reached between Grades 3 and 6 (ages 8 and 12) characterized by fluent reading and a self-extending network of comprehension, vocabulary, fluency, and decoding skills.
Videoconferencing: Platforms including Zoom and Google Meet that allow users to connect in real time with video and audio via the internet. Videoconferencing platforms often allow for users to type chat messages to the whole group or individual participants.
Mentor Teacher: The teacher of record in a K-12 classroom working alongside a preservice teacher. Provides opportunities for observation, shared responsibility for instruction and/or assessment, and reflective practice. Also called a mentor.