Affiliation:
1. Ball State University, USA
Abstract
This chapter focuses on how an in-person practicum transitioned to an online practicum, offering field experience in an online venue; thus, providing teacher candidates (TCs) opportunities to gain experience teaching in online learning environments. Grounded in the gradual release of responsibility model and the technological pedagogical content knowledge (TPACK) framework, findings from this study present how faculty and TCs worked together through instructional technology problems. Specifically, findings illustrate how an emergency online practicum situated TCs in relevant education problems and embraced productive struggle. This chapter additionally provides insight for those exploring how to create meaningful online fieldwork/clinical experiences for TCs as a valuable component in their teacher preparation program.
Reference54 articles.
1. All about TPACK: A teacher’s guide to the TPACK tech integration model. (2021, June 30). EdTech Classroom. https://edtech-class.com/2021/06/30/all- about-tpack-a-teachers-guide-to-the-tpack-tech-integration-model/
2. Andzenge, S. (2018). Developing TPACK in practice: A multiple case study of higher education instructors. [Doctoral dissertation, University of Minnesota]. University of Minnesota Conservancy. https://hdl.handle.net/11299/201716
3. K–12 Distance Educators at Work
4. Pillars of online pedagogy: A framework for teaching in online learning environments
5. Examination of Turkish Mathematics Teachers Technology Integration Levels and Their Self-Confidence in TPACK