Document Type
Peer-Reviewed Article
Publication Date
2022
Abstract
This qualitative investigation examines how teacher candidates enrolled in literacy courses navigated virtual field work experiences during summer and fall 2020. The study is grounded in theories of improvisation as a pedagogical practice and culturally responsive and sustaining approaches to teaching. Data show that teacher candidates took advantage of the affordances of the environment and adapted their practice to suit the new situation by improvising and growing their virtual teaching skillset for culturally responsive literacy instruction. Findings reveal the importance of teacher candidates developing improvisational culturally responsive and sustaining practices, including learning about students’ interests, cultures, and experiences and applying that knowledge to build rapport and curricular connections.
Recommended Citation
Coakley-Fields, M., Kelly, C., Cunningham, K. E., & Krafick, K. (2022). Teacher candidates’ pivot to virtual literacy field experiences: The interplay of culturally responsive sustaining pedagogies and improvisation. Contemporary Issues in Technology and Teacher Education (CITE Journal), 22(3). Retrieved from https://citejournal.org/volume-22/issue-3-22/english-language-arts/teacher-candidates-pivot-to-virtual-literacy-field-experiences-the-interplay-of-culturally-responsive-sustaining-pedagogies-and-improvisation/
Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License
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