Sentences with phrase «virtual field experiences»

Through actions developed out of virtual field experiences that encouraged altruism and empowerment, preservice teachers had the opportunity to envision themselves as capable of building communities by helping students and their families gain self - direction and an understanding of the conditions under which they live.

As part of virtual field experiences, the curriculum was designed to provide preservice teachers with periodic opportunities to conduct debriefing sessions with the teacher without students present.

Questions of morals and ethics were infused in virtual field experiences and course design in order to allow future teachers to identify as civil servants and advocates for democracy.

What follows is a description of The Diversity and Technology Project, a Freirian approach to virtual field experiences cultivated through ongoing relationships with teachers working in an inner city elementary school, populated by students of low socioeconomic status, in East Chicago, Indiana.

Throughout the virtual field experiences, the preservice teachers were charged with understanding the educational experiences of host students.

The most effective virtual field experiences recognize that preservice teachers» horizons of understanding are under continual formation and that prejudgments are always already under testing.

Spurred by the recognition that meaningful dialogic interaction was the key to sustaining high levels of investment over the course of virtual field experiences, a buddy system was infused into virtual field experiences to allow for more personalized cross-cultural communication and an increased sense of social responsibility.

The following section further describes each of the three strands of Freirian thought, along with practical examples of their role in informing preservice teachers of the complexities of multicultural practices while involved in virtual field experiences.

A Freirian approach to virtual field experiences recognizes that informed action provides a useful counterbalance to those preservice teachers who are resistant to or who want to diminish the role of multicultural theory.

As a way of working with resistant preservice teachers, a Freirian approach to virtual field experiences was not concerned with imposing multicultural understanding but with utilizing diverse settings to illustrate the relevance of multiculturalism in practical ways that might reshape convictions regarding appropriate curriculum and instruction in public education.

During the course of virtual field experiences, they talked with her about a range of topics, from classroom management and lesson planning to the current state of the teaching profession and public education.

In this sense, a Freirian approach to virtual field experiences emphasized that preservice teachers maintain a perspective of humility in their interactions with teachers and students at the host school (Greene, 1995).

The dialogic character of the Freirian approach to virtual field experiences, while initially resisted by preservice teachers, proved beneficial after they had practical experiences reconceptualizing curriculum and instruction to be more inclusive of the interests and desires of students.

Virtual field experiences enabled preservice teachers to understand that teacher practices involve ethical considerations and moral questions that impact students in ways that might not be immediately understood.

(For footage of interviews, video conferencing sessions, and feedback regarding virtual field experiences, see http://teachingnow.org/tvProgramDesc.php.

Through a Freirian approach to virtual field experiences that emphasized personalization, dialogue, and praxis, many preservice teachers developed the ability to function effectively as multicultural, competent, critically aware educators while enrolled in a teacher education program located in a predominantly white, rural area.

A Freirian approach increased the possibility for successful virtual field experiences.

A Freirian approach toward virtual field experiences entails neither complete nor full agreement with the proposed aims of the two faculty members who designed such experiences.

The two faculty members involved in the project, committed to improve pedagogical and curricular approaches each semester, were motivated by their belief that virtual field experiences could provide the practical insights necessary for preparing preservice teachers for instruction in diverse settings, particularly for teacher education programs located in predominantly white and rural settings.

Preservice teachers brought prejudgments to virtual field experiences.

Of particular relevance, the substantial relationships between preservice teachers and their buddies initiated through letter writing and site visits helped sustain virtual field experiences.

Engagement in virtual field experiences on a weekly basis throughout the semester provided preservice teachers opportunities to witness student potential.

This section explores in more detail the significance of the Freirian approach to virtual field experiences and the provision of opportunities for preservice teachers to observe and instruct in diverse settings.

The relationship they developed between the curriculum and the pedagogical models served as a guide for their virtual field experiences.

These lessons gave evidence to ways in which the continual refinement of virtual field experiences resulted in an increased quality of education.

An analysis of their discourse resulted in the identification of four challenges inherent in the use of virtual field experiences to develop multicultural competencies:

In an article in Education Week's most recent edition of the Teacher Read more about Virtual Field Experiences -LSB-...]

Kennedy and Archambault (2012a) described virtual field experiences in relation to a cognitive apprenticeship and wrote,

But TeachME changes the concept of Virtual Field Experiences entirely!

Future virtual field experiences should also include other methods of external information gathering.

This case study highlights the need to provide more virtual field experiences, so teacher candidates can get a better understanding of VS and of the skills needed to be effective teachers.

If teacher education programs were to include virtual field experiences as part of the 80 hours of observation, they could easily schedule more than one live observation so the teacher candidates could have more opportunities to observe how VS works.

Funding for future experiences must be addressed before more virtual field experiences can be scheduled.

Key findings show that the virtual field experience helped to clarify misconceptions, preconceptions, and concerns and led to a better understanding of Virtual School teaching skills and teacher's role as well as the supportive role of technology.

A pilot virtual field experience enabled teacher candidates to observe how a high school science course was taught by an exemplary teacher using blended technologies.

The analyses showed that after they completed the virtual field experience they not only cleared up many misconceptions but also indicated an interest in teaching online in their future careers.

They compared their own prior experiences to their VS observation, and they addressed their attitudes and expectations prior to and after the virtual field experience.

This early virtual field experience was created as a pilot project to help create a more suitable form of field experience aimed at helping teacher candidates gain a better understanding of VS. This section identifies the five key elements for a successful early field experience of VS, the challenges, and suggestions for future implementations.

For teacher candidates Mary and Helen, their original intention in participating in this pilot virtual field experience was to acquire the necessary observation hours for their course.

She also stressed the importance of interactions between the teacher candidates and VS students during a field experience and said that a virtual field experience was no exception:

We express our appreciation to Gail Wortmann, our wonderful virtual cooperating teacher, as well as Dr. Ann Thompson, Gayle Huey, and Jason Follett in their dedication to helping with this pilot virtual field experience.

This case study also examined five key elements that were seen as contributive to the success of this pilot virtual field experience.

Unfortunately, we have not been able to enlist the help of the VS teachers or institutions beyond the state of Iowa for our pilot virtual field experience due to time constraints and other circumstances.

Prospective elementary teachers at three universities engaged in online modules called the Virtual Field Experience, created by the Math Forum.

An open - ended web - based survey was administered to student teachers after they completed their virtual field experience.

Given the severe shortage of teachers willing to work in inner city schools, the clear interest of some preservice teachers in urban education, as reflected in the progression of their journals, was an important outcome of the virtual field experience.

Faculty members instructed them on how to offer occasions for host students to shape the significance of each lesson plan, and two - way interactions between preservice teachers and host students became vital components of each virtual field experience.

Not exact matches

For the World Cup, Coke created a virtual reality experience in which users could move through a Brazil's Maracana Stadium locker room, go onto the pitch, and play on the field - all via the Facebook - owned Oculus Rift headset.

They were the better team last night, but we shouldn't forget that Arsene Wenger fielded a virtual «B» team, where Spurs started with a stronger, more experienced team.

These videoconference programs are interactive science learning experiences that take you and your students on a virtual field trip to the Davis Mountains of west Texas.