Shifting Pre-service Teachers’ Field Experiences to a Remote Setting
Abstract: As K-12 schools shut down or limited the number of adults in the building because of COVID-19, teacher education needed to adapt methods of providing field experiences for pre-service teachers. In our education program, pre-service teachers complete service-learning hours before they enter methods-based practicum experiences, which is before student teaching. The purpose of these hours is to provide opportunities for pre-service teachers to interact with a wide variety of students in supportive environments, typically under the supervision of a cooperating teacher or other adult. When placements were difficult to organize, the coordinators of each of the field experiences at our college needed to find new ways to envision how to provide comparable experiences with children for pre-service teachers. This paper describes the experiences we discovered worked within our context and encourages others to reimagine experiences and content to support pre-service teachers when working remotely with K-12 students.