Event Title
Hybrid Methods Course Model: Evidence from the Field
Document Type
Presentation
Abstract
Feedback from the traditional Secondary Methods courses that are conducted in the PDS setting demonstrated clear frustration with the current model dividing preservice teacher time between their class time and time in the field. With this information, a hybrid secondary methods course model was designed and delivered with dramatically different feedback from both methods students in the field and PDS mentor teachers. The process included online content delivery, co-teaching in the field six hours a week with build in work days, specific practices geared toward the state license exam, and additional supports for communication, feedback from stakeholders, and university professor.
Keywords
Education, Hybrid methods
Persistent Identifier
http://hdl.handle.net/10950/2971
Hybrid Methods Course Model: Evidence from the Field
Feedback from the traditional Secondary Methods courses that are conducted in the PDS setting demonstrated clear frustration with the current model dividing preservice teacher time between their class time and time in the field. With this information, a hybrid secondary methods course model was designed and delivered with dramatically different feedback from both methods students in the field and PDS mentor teachers. The process included online content delivery, co-teaching in the field six hours a week with build in work days, specific practices geared toward the state license exam, and additional supports for communication, feedback from stakeholders, and university professor.