Supporting Urban-Oriented Teacher Candidates to Experience Rural Schooling: The Story of a Virtual Adapted Practicum

IF 0.9 Q3 EDUCATION & EDUCATIONAL RESEARCH

Australian Journal of Teacher Education Pub Date : 2021-12-01 DOI:10.14221/ajte.2021v46n12.6

Joanne Pattison-Meek

引用次数: 0

Abstract

In the fall of 2020, due to the institutional impacts of COVID-19, the Master of Teaching Program in the Ontario Institute for Studies in Education, University of Toronto (Canada) transitioned to a modified practicum program. In this article, I draw on self-study (Kitchen et al., 2020) to examine and share my experiences as a Practicum Advisor tasked to design and deliver a four-week virtual practicum program for 30 teacher candidates, without access to high school classrooms. I reflect on how my rural teacher and researcher selves informed my practicum design in one of Canada’s largest urban faculties of education, including teacher candidates’ development of data portraits based on one rural case study high school. A virtual adapted practicum presented me with a narrow opening, in an otherwise urban-dominant curriculum, to expand teacher candidates’ gaze beyond the metropolis.

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支持面向城市的教师候选人体验农村教育:一个虚拟改编实习的故事

2020年秋季，由于2019冠状病毒病的制度影响，多伦多大学(加拿大)安大略省教育研究所的教学硕士项目过渡到修改后的实习项目。在本文中，我利用自学(Kitchen et al.， 2020)来检查和分享我作为实习顾问的经验，我的任务是为30名教师候选人设计和提供为期四周的虚拟实习课程，而无需进入高中教室。我反思了我的乡村教师和研究员自己是如何在加拿大最大的城市教育学院之一指导我的实习设计的，包括教师候选人基于一所乡村案例研究高中的数据画像的开发。在一个以城市为主的课程中，一个虚拟的改编实习为我提供了一个狭窄的开口，将教师候选人的目光扩展到大都市之外。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Australian Journal of Teacher Education EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

1.80

自引率

0.00%

发文量

期刊介绍： The purpose of the Australian Journal of Teacher Education is to enhance the quality of teacher education through the publication of research reports, learned points of view and commentaries. Contributions may address proposals for, or descriptions of, development in the purpose, structure and methodology of teacher education; curriculum issues; changes in schools; or general social, ideological or political issues relating to teacher education. Papers must make an explicit connection with teacher education. The Australian Journal of Teacher Education, which is blind peer reviewed by a minimum of two members of the Editorial panel, is access free, electronic and published by Edith Cowan University. The Journal is indexed by the Australian Education Index and ERIC. It was rated ‘A’ by Australian Research Council in 2010 (www.arc.gov.au/era/era_journal_list/htm ) and is ranked .496 on SCImago. It is pleased to offer authors an efficient publication service. Manuscripts that have been through the review and revision cycle and have been accepted for publication will typically be published within two months. The time to first review can take up to six months, due to the large number of papers being submitted for review. Intending authors should be aware that the Journal has a rejection rate in excess of 50%.