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Examining Student Behaviors in and Perceptions of Traditional Field-Based and Virtual Models of Early Field Experiences

Examining Student Behaviors in and Perceptions of Traditional Field-Based and Virtual Models of Early Field Experiences
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Author(s): Hyo-Jeong So (National Institute of Education, Nanyang Technological University, Singapore) and Emily Hixon (Purdue University Calumet, USA)
Copyright: 2013
Pages: 19
Source title: Teacher Education Programs and Online Learning Tools: Innovations in Teacher Preparation
Source Author(s)/Editor(s): Richard Hartshorne (University of Central Florida, USA), Tina L. Heafner (University of North Carolina at Charlotte, USA) and Teresa Petty (University of North Carolina at Charlotte, USA)
DOI: 10.4018/978-1-4666-1906-7.ch016



The purpose of this study was to explore preservice teachers’ behaviors in and perceptions of traditional field-based and virtual models of early field experiences. Specifically, this study examined some of the strengths and limitations associated with each model. Fifty undergraduate students participated in either a traditional field-based or a virtual field experience and completed an online questionnaire that examines various behaviors and student perspectives related to each model of early field experiences. The virtual field experiences include activities in the Inquiry Learning Forum (ILF), a web-based environment where students can observe and discuss diverse pedagogical practices and conceptual issues captured in a collection of video-based classrooms. The results of this study suggest that a virtual field experience which utilizes video-based cases may promote reflective practices which could be especially valuable to students early in their teacher education program. In addition, this study suggests that the strengths and limitations of each format need to be considered in relation to the goals and objectives of the early field experience, and discusses the possibility of a hybrid model of field experiences.

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