Document Type

Article

Publication Date

2024

Publication Title

Contemporary Issues in Technology and Teacher Education

Volume

24

Issue

1

Pages

1-38

Publisher Name

Association for the Advancement of Computing in Education

Abstract

University faculty who implement field-based teacher education programs experience challenges providing instruction for clinical, site-embedded university-based students. These issues can include a lack of common times to meet with students, limited access to meeting space to provide direct instruction, and changes in the school schedule. A number of these barriers may be addressed by adding elements of online instruction to traditional in-person classes, making the course, in effect, a hybrid one. In this study, the researchers analyzed the perspectives of university-based, special education focused instructors and clinical partners on the barriers, needs, benefits, and content related to implementing hybrid instruction in field-based settings. The hybrid content would supplement special education teacher education candidates' learning as they developed their skills for supporting students with special needs. Five university faculty and two field-based PK-12 partners involved in special education teacher preparation participated in in-depth, open-ended phone interviews. Data analysis included identifying themes using a constant comparative qualitative approach. The participants recommended several supports they considered necessary for using technology to teach their students successfully. Rather than a temporary pandemic measure, the authors suggest that hybrid instruction offers a promising approach to support pre-service teachers in the field going forward.

Comments

Author Posting © Association for the Advancement of Computing in Education, 2024. This is the author's version of the work. It is posted here by permission of Association for the Advancement of Computing in Education for personal use and not for redistribution. The definitive version was published in Contemporary Issues in Technology and Teacher Education, VOL. 24, ISS.1, 2024, https://citejournal.org/volume-24/issue-1-24/current-practice/use-of-online-hybrid-supplemental-teaching-in-field-based-teacher-education-programs

Creative Commons License

Creative Commons Attribution-Noncommercial-No Derivative Works 3.0 License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 3.0 License.

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