Abstract
Student teaching is a challenging period for preservice teachers as they make the transition from preparation to practice. Support from mentor teachers and university personnel can make this time easier, helping preservice teachers successfully integrate educational theory into their practice. Because of logistical, financial, and personnel limitations, many student teachers with rural placements receive inadequate support. The Technology Supported Induction Network (TSIN) was developed to address these issues by providing support and ongoing professional learning opportunities for preservice teachers through distance technology. A qualitative case study was used to investigate the TSIN’s impact on elementary level student teachers. Results indicate that the TSIN’s two primary components, a discussion board and compressed video sessions, served different supportive roles. Recommendations for future programs utilizing technology as a way to enhance the preparation of student teachers or provide induction for inservice teachers in rural schools are also discussed.
Highlights
The purpose of this article is to describe the impact the Technology Supported Induction Network (TSIN) had on elementary school student teachers in rural locations
Fifteen preservice teachers who might have been cut off from concerted support efforts because of their rural and isolated placements or limitations in university supervision voluntarily participated in this study
The TSIN supported the professional development of four student teachers, played a moderate role in the experiences of four more student teachers, and had little or no impact on the other participants
Summary
The purpose of this article is to describe the impact the Technology Supported Induction Network (TSIN) had on elementary school student teachers in rural locations. While professional development schools have emerged, in part, to address these criticisms (AbdalHaqq, 1998), teacher preparation programs in rural areas face additional challenges when trying to support student teachers and develop strong school-university partnerships. The university is located in Laramie, population 26,885 (U.S Census, 2000), in the southeast part of the state. Because of Laramie’s low population, the teacher preparation program has to look for student teaching placements beyond the local school district. Non-university staff, usually veteran teachers who have been mentor teachers, serve as consultants to approximately 75% of student teachers majoring in elementary education, including those with placements in Laramie. Mentor teachers have the primary responsibility for supervision and evaluation
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