This paper explores the use of a mediated field experience (MFE) for teacher candidates in a middle school setting a small laboratory school. This work focuses on adjustments made for the MFE to function in an online environment during remote instruction caused by a worldwide pandemic. Teacher candidates completed a learning cycle focused on experiencing mathematics as a learner, planning for mathematics instruction, implementing mathematics instruction, and analyzing teaching episodes alongside a mathematics teacher who is also the mathematics teacher educator for a methods course. Teacher candidates reflected on this experience positively, noting the benefits of learning how to teach effectively online in a safe and supportive environment. This paper will share the highlights and challenges for the mathematics teacher educator regarding the shifting of pedagogy to meet the current educational climate.

Author Bio

Holly Henderson Pinter, Ph.D. is an associate professor of middle grades education at Western Carolina University. Pinter completed a PhD in 2013 at the University of Virginia. Dr. Pinter’s teaching and research center on the implementation of standards based mathematical teaching practices, pre-service teacher education policy and practice, and developmentally responsive teaching at the middle level. Pinter teaches methods and pedagogy courses in the elementary and middle grades department as well as serving as the Math 1 teacher and instructional liaison at the university’s laboratory school, The Catamount School, and serves as program coordinator for elementary and middle grades 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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