Exploring the evolution of field experiences in P-12 online settings: a systematic review of studies from 2007-2022

Field experiences are essential to teacher preparation; however, teacher preparation programs have largely overlooked the need for online field experiences. To provide programs with insights into designing such experiences, we conducted a systematic review synthesizing the characteristics, benefits,...

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Bibliographic Details
Published in:Journal of research on technology in education 2023-07, Vol.ahead-of-print (ahead-of-print), p.1-17
Main Authors: Woo, Lauren J., Archambault, Leanna, Borup, Jered
Format: Article
Language:English
Subjects:
field experiences
Literature review
online education
online teaching
preservice teachers
teacher candidates
teacher education
teacher preparation
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Summary:Field experiences are essential to teacher preparation; however, teacher preparation programs have largely overlooked the need for online field experiences. To provide programs with insights into designing such experiences, we conducted a systematic review synthesizing the characteristics, benefits, and challenges of field experiences implemented in P-12 online settings. A mixed-methods approach was used to analyze 25 studies published from 2007 to 2022. Most studies were published during or after the COVID-19 pandemic. Over half of the studies described experiences that were implemented in the U.S., lasted nine to 16 weeks, and required teacher candidates to reflect, teach, evaluate, and/or observe. The review concludes with implications for preparing teacher candidates for continued higher levels of online teaching.
ISSN:1539-1523
1945-0818
DOI:10.1080/15391523.2023.2237612