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ABSTRACT
Access to effective field experiences in teacher preparation has been an ongoing challenge with the pandemic exacerbating concerns about adequate theory-to-practice experiences. However, the virtual fieldwork first necessary for the safety of students could now offer promising possibilities for pedagogical development. In this qualitative case study, we examined secondary English language arts preservice teachers’ pedagogical content knowing (PCKg) during online fieldwork. We bring Youth Lens theory and Repositioning Pedagogy to Ecological Systems Theory, theorizing a virtual fieldwork microsystem from recorded online teaching sessions and subsequent interviews with preservice teachers (n = 4) and high school students (n = 3) who participated in the online fieldwork. Findings reveal a co-created, shared, interdependent virtual microsystem of learning. Implications for teacher preparation include embedding learning partnerships across multiple courses to disrupt hierarchical relationships between teachers and students, leaning toward democratic ways of relating and being responsive to individual learners.
Disclosure Statement
No potential conflict of interest was reported by the author(s).
Additional information
Notes on contributors
Sarah Donovan
Sarah Donovan is an Assistant Professor and Secondary Education English program coordinator at Oklahoma State University. She conducts research on English language arts teacher education.
Libby Adjei
Libby Adjei is an Assistant Professor at Oral Roberts University. She advises students in the Program for Academic Vision & Empowerment. Her research interests include academic and social emotional support to first generation college students.