Field Experience Reimagined: Integrating Microteaches to Foster Preservice Teachers’ Self-Efficacy

Authors

Jennifer L. Lemke, University of Nebraska at OmahaFollow
Andrea Karpf, University of Nebraska at OmahaFollow
Paula M. Jakopovic, University of Nebraska at OmahaFollow
Sheryl McGlamery, University of Nebraska at OmahaFollow

Author ORCID Identifier

Jakopovic - https://orcid.org/0000-0002-9554-9201

Document Type

Article

Publication Date

6-22-2022

Journal Title

Delta Kappa Gamma Bulletin: International Journal for Professional Educators

Volume

88

Issue

5

First Page

25

Last Page

34

Abstract

The COVID-19 pandemic has had a significant impact on teacher preparation programs. With field experiences being among the most effective pathways to connect theory to practice and contributing significantly to preservice teachers’ self-efficacy development, teacher preparation programs have had to reimagine these experiences. In this article, the authors share how their teacher preparation program incorporated microteaches to continue fostering self-efficacy during pandemic times and the potential implications of these programmatic adaptations.

Comments

The University of Nebraska at Omaha Libraries was granted permission to deposit by the publisher. Any reuse would need to be obtained by the publisher. Please visit https://www.dkg.org/DKGMember/Publications/Bulletin/Journal/Past_Issues/Bulletin-Journal-88-5.aspx for more information

Recommended Citation

Lemke, Jennifer L.; Karpf, Andrea; Jakopovic, Paula M.; and McGlamery, Sheryl, "Field Experience Reimagined: Integrating Microteaches to Foster Preservice Teachers’ Self-Efficacy" (2022). Teacher Education Faculty Publications. 151.
https://digitalcommons.unomaha.edu/tedfacpub/151