Field experience is the culminating experience for pre-service teacher training. As COVID-19 closed schools across the country, pre-service teachers’ field experiences were disrupted. This case study examines how a student teacher, a team of mentor teachers, and a university supervisor at a regional public university adapted to remote learning. The findings suggest that there were gains and losses in terms of the pre-service teachers’ ability to develop essential skills; classroom management skills suffered while formative assessment practices, innovative lesson delivery, and reflection on instruction were enhanced. The transition to remote learning also caused the way student teachers’ skills were valued, as well as the effectiveness of their teaching, to change. How future teachers are prepared will need to be altered. Going forward, all teachers will need the skills to reach students in a variety of environments including face-to-face, remotely, and hybrid models.

Author Bio

Nanette Marcum-Dietrich, Ph.D. a professor of Science Education at Millersville University of Pennsylvania. Dr. Marcum-Dietrich teaches undergraduate and graduate STEM education courses. She is also an active and experienced educational researcher with expertise in mixed method methodologies and project evaluation.

Cindy Stunkard, Ph.D. is an assistant professor in the Special Education Department at Kutztown University of Pennsylvania. Dr. Stunkard teaches assessments and methods courses and supervises student teachers. She is the Professional Development School Coordinator for Kutztown.

Zach Krauss holds a Bachelor’s in Atmospheric Science from Cornell University and is currently pursuing his Master’s in Environmental Earth Systems Management at Millersville University. He serves as a graduate research assistant in the Educational Foundations department. As a graduate, he aspires to continue to work towards a career in which he will combine his knowledge of education and environmental sciences to create a sustainable and climate friendly future as a well as a climate-literate general public.

Steve Kerlin, Ph.D. is the Director of Education at Stroud Water Research Center. He manages watershed education programming, professional development for educators, and creation of related curricula and resources. Dr. Kerlin also actively conducts research in environmental education.



Creative Commons License

Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.

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