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ERIC Number: EJ1221889
Record Type: Journal
Publication Date: 2019
Pages: 16
Abstractor: As Provided
ISSN: ISSN-2153-2974
"If the Lesson Is Not Going as Planned, Learn from It and Adapt": Examining a Hybrid Field Experience
Seglem, Robyn
Journal of Digital Learning in Teacher Education, v35 n3 p165-180 2019
This article examines the possibilities of supplementing field experiences with digitally mediated third spaces as a way to foster relationships between urban youth and middle-class teacher candidates. Pairing these experiences with a well-remembered events framework, this study explores how relationships built primarily through digital tools influence preservice teachers' understanding of teaching. Drawing upon 4 months of data, composed of preservice teachers' reflections, this study examines the experiences identified by preservice teachers as memorable and unpacks the lessons digitally mediated experiences provide. This study concludes by pointing to technology as a potential solution for helping teacher education institutions create meaningful experiences between preservice teachers and youth in urban centers.
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education; Junior High Schools; Middle Schools; Secondary Education; Elementary Education; Grade 8
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A