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Abstract
The COVID-19 pandemic forced universities to quickly move instruction online. Faced with a remote-only mandate, this case study describes a virtual literacy tutoring field placement completed by teacher candidates (TCs) in an elementary education program. While in-person teaching remained their preferences, TCs felt the virtual tutoring experience was positive and helped develop their teaching skills. Instructors observed varying levels of multimodal integration; however, all TCs maintained student engagement and built their online literacy repertoires. Challenges were both foreseen (e.g., technical issues) and beyond TCs’ control (e.g., power outages). Distractions in students’ homes proved to be the greatest challenge.
Additional information
Notes on contributors
Laura Teichert
Dr. Laura Teichert is an Assistant Professor of Literacy Studies in the Department of Special Education and Literacy Studies at Western Michigan University. Her research interests primarily focus on early literacy and early digital literacy in home, school, and community contexts. Her interests in teacher education center on elementary literacy instruction and pre-service teachers’ developing digital literacies.
Elizabeth Isidro
Dr. Elizabeth Isidro is an Assistant Professor of Literacy Studies in the Department of Special Education and Literacy Studies at Western Michigan University. Dr. Isidro also serves as the Director of the McGinnis Reading Center and Clinic. Her research interests are in methods of instruction that support pre-service teacher preparation in teaching reading and writing, teacher identity research using reader response theory and self-study research of teacher education practices.