Approximations of Practice: Building Technological Pedagogical Content Knowledge in a Virtual Reading Clinic
Abstract: The Covid-19 Pandemic continues to challenge educators due to a changing landscape in remote teaching and learning. Teacher educators are in a unique position to revise course curricula and teacher preparation programs in real time in order to prepare highly effective professionals who advocate, serve, and positively impact the lives of all students and their families, despite persisting challenges. The Virtual Reading Buddy Book Club was created in collaboration among university faculty, K-12 teacher leaders, and preservice teacher candidates who conceptualized a virtual book club program with multi-faceted goals focused on transforming remote teaching and learning experiences for each of the stakeholders involved. Program development for the Virtual Book Club relied on emerging best practices in emergency remote online teaching (Duke, 2020; Serravallo, 2020; Safi, Wenzel, & Spalding, 2020) for initial conceptualization and development. University faculty and K-12 teacher leaders were aware of the extreme cognitive demand that would be required of preservice teachers to plan instruction and deliver it in a virtual setting without any previous coursework or practice facilitating instruction in a video-streaming platform. The development of preservice teachers’ technological pedagogical content knowledge became a primary area of emphasis for the program (Mishra & Koehler, 2006). Program outcomes indicate positive responses and trends for all stakeholders.