دورية أكاديمية
'Double-Sided Learning': A Qualitative Study of Teacher Candidate Experiences in a Virtual Reading Intervention Clinical Experience
| العنوان: | 'Double-Sided Learning': A Qualitative Study of Teacher Candidate Experiences in a Virtual Reading Intervention Clinical Experience |
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| اللغة: | English |
| المؤلفون: | Samantha A. Gesel (ORCID |
| المصدر: | Journal of Special Education Technology. 2024 39(1):120-133. |
| الإتاحة: | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com |
| Peer Reviewed: | Y |
| Page Count: | 14 |
| تاريخ النشر: | 2024 |
| نوع الوثيقة: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education Elementary Education Early Childhood Education Grade 1 Primary Education |
| Descriptors: | Preservice Teachers, Reading Instruction, Intervention, Electronic Learning, Tutoring, COVID-19, Pandemics, Outcomes of Education, Elementary School Students, Grade 1, Preservice Teacher Education, Student Attitudes, College School Cooperation |
| DOI: | 10.1177/01626434231184880 |
| تدمد: | 0162-6434 2381-3121 |
| مستخلص: | The COVID-19 pandemic altered the ways that teacher educators could provide teacher candidates (TCs) with clinically-rich opportunities to build TCs' skills and self-efficacy related to teaching reading. The purpose of this qualitative study was to investigate the experiences of 19 TCs who participated in a semester-long virtual reading tutoring program during the COVID-19 pandemic. We conducted semi-structured interviews, then analyzed data through inductive and deductive coding. Four themes emerged, centering (a) the impact of the pandemic on typical clinical experiences, (b) the application of coursework within this virtual clinical experience, (c) TCs' perceptions of program elements that supported their implementation, and (d) TCs' perceived benefit of the program for their own development as a teacher and for the reading outcomes of the children with whom they worked. We discuss implications for future work related to enhanced clinical experiences related to TCs' implementation of reading interventions for striving readers. |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| رقم الأكسشن: | EJ1410695 |
| قاعدة البيانات: | ERIC |
Full Text Finder | تدمد: | 0162-6434 2381-3121 |
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| DOI: | 10.1177/01626434231184880 |