Windows into Teaching and Learning: Uncovering the Potential for Meaningful Remote Field Experiences in Distance Teacher Education

Background

In teacher education, field experiences in clinical settings (e.g. observations in PK-12 schools) are considered essential licensure requirements for preparing preservice and lateral entry teachers. These classroom experiences bridge theoretically-based university coursework in content and pedagogy with practical applications of teaching and learning with PK-12 learners. The importance of these authentic experiences is affirmed by the national accrediting body, NCATE (National Council for Accreditation in Teacher Education), who identifies field experiences and clinical practices as one of six Professional Standards for the Accreditation of Teacher Preparation Institutions. In the words of NCATE (2007), field experiences allow teacher candidates to observe and reflect on content, professional, and pedagogical knowledge, skills, and dispositions in a variety of settings with diverse students and teachers. Both field experiences and clinical practice extend the institutional goals into PK-12 setting through modeling by practicing teachers, systematic reflective analysis, and well-designed opportunities to learn about methods and content applications (p. 29-30). Thus, the need for university managed clinical experiences poses a unique opportunity for remote distance education teacher licensure programs.