Adapting to Covid-19: Exploring the Relationship between Integrating Microteaches during Field Experiences and Pre-service Teachers' Self-efficacy

Authors

Paula M. Jakopovic, University of Nebraska at OmahaFollow
Jennifer L. Lemke, University of Nebraska at OmahaFollow
Tracie Reding, University of Nebraska at OmahaFollow
Sheryl McGlamery, University of Nebraska at OmahaFollow

Author ORCID Identifier

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

Abstract

The COVID-19 pandemic has had major impacts on PK-16 education in the United States. In- person teaching and learning opportunities have been disrupted and as a result, schools and institutions of higher education (IHE) have resorted to creative solutions to adjust and adapt to remote learning and social distancing. In particular, teacher preparation programs have wrestled with the limitations put in place by IHE as well as PK-12 school districts while trying to maintain high quality field experiences for pre-service teachers. In this action research report, we examine the implementation of a hybrid field experience model in a teacher preparation program at a four year university, and the perspectives of pre-service teacher participants and faculty supervisors engaged in this model.

Recommended Citation

Jakopovic, Paula M.; Lemke, Jennifer L.; Reding, Tracie; and McGlamery, Sheryl (2021) "Adapting to Covid-19: Exploring the Relationship between Integrating Microteaches during Field Experiences and Pre-service Teachers' Self-efficacy," Journal of Curriculum, Teaching, Learning and Leadership in Education: Vol. 6: Iss. 1, Article 5.
Available at: https://digitalcommons.unomaha.edu/ctlle/vol6/iss1/5