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Rewriting Field-Based Literacy Practicum Experiences: Lessons Learned From a Virtual Literacy Practicum

Rewriting Field-Based Literacy Practicum Experiences: Lessons Learned From a Virtual Literacy Practicum
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Author(s): Melissa Summer Wells (University of Mary Washington, USA)
Copyright: 2022
Pages: 23
Source title: Handbook of Research on Reconceptualizing Preservice Teacher Preparation in Literacy Education
Source Author(s)/Editor(s): Juan J. Araujo (Texas A&M University-Commerce, USA)and Dawn L. Araujo (Independent Researcher, USA)
DOI: 10.4018/978-1-7998-8725-6.ch009

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Abstract

High-quality, field-based practicum experiences provide learning opportunities foundational to future teachers' pedagogy that coursework alone cannot replicate. However, access to these field-based placements for preservice teachers can be limited at times, such as during the COVID-19 pandemic. This chapter explores how one instructor of an intermediate literacy course, which carries a 20-hour field-based practicum requirement, rewrote a traditional field-based literacy experience to design a virtual practicum experience. Following a review of the literature, this chapter is divided into three key parts: (1) design elements of a virtual literacy practicum, (2) preservice teacher perceptions of a virtual literacy practicum, and (3) comparisons of preservice teachers' experiences in a traditional in-person literacy practicum to a virtual literacy practicum. Finally, suggestions for re-writing traditional field-based literary practicum experiences will be provided.

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