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Stewart Waters
College of Education, Health, and Human Sciences, University of Tennessee, Knoxville, TN, United States
Education

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Virtually Ready? Pre-service teachers' perceptions of a virtual internship experience Stewart Waters; William B. Russell
Research in Social Sciences and Technology Vol 1 No 1 (2016): Research in Social Science and Technology
Publisher : Research in Social Sciences and Technology- OpenED Network

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46303/ressat.01.01.1

Abstract

The purpose of this phenomenological study was to understand the experiences of six secondary pre-service teachers that completed a semester long internship with a supervising mentor at a virtual school in the Southeastern United States. The secondary pre-service teachers in this study voluntarily chose a placement in the virtual school over a traditional classroom placement for completion of their initial licensure field experience. This study sought to examine why secondary pre-service teachers chose a virtual internship and what their experiences were like as online instructors. A total of six participants completed a sixty-minute semi-structured interview at the completion of the semester long virtual school internship. Results of the study indicated that secondary pre-service teachers' primary motivation for entering a virtual internship experience was "œconvenience". Additionally, participants felt prepared for future employment in virtual schools, but had some reservations about their prospects in a traditional classroom setting.
Co-Authors William B. Russell