Creating Global Partnerships Using Virtual Instructional Rounds in Teacher Preparation Programs
Abstract: This participatory action research project leverages international partnerships to implement virtual instructional rounds (VIRs) to facilitate reciprocal learning between preservice and inservice teachers via internet-based video platforms. Preservice teachers observe and reflect on specific skills such as adaptive instructional technology, differentiated instruction, and anti-bias practices for diverse student populations, and then apply these practices to their own inclusive learning environments. Data was collected through pre- and post-surveys, structured observations, focus group interviews, and participants’ open-ended questionnaires upon completion. Findings indicate a mutually beneficial learning experience between preservice and inservice teachers. This study can serve as a model for other teacher preparation programs seeking reciprocal learning experiences on an international level.