Re-envisioning Clinical Reading Instruction during a Time of Uncertainty

ABSTRACT The article describes a field experience that unexpectedly shifted online, in response to the global pandemic and national shut down, mid-way through the spring 2020 semester. First, the course and its embedded fieldwork is situated within the body of theoretical work that frames the traditional, f2f delivery. Then, the literature on teacher preparation for online instruction, as well as online fieldwork experiences in literacy instruction is reviewed. Through formative assessment survey data and subsequent reflective data, the instructional decisions which undergirded the shift to remote fieldwork are analyzed for their impact on the thinking and learning of the literacy specialist candidates who participated in this shift. Three instructional decisions emerged as most critical to the shift’s success and candidates’ learning. Findings have implications for the course and the advanced literacy program and are important considerations as we adapt to the educational realities of teaching and learning in an uncertain time.