Abstract
The field clinical experience is an essential component for the early professional development of pre-service teacher candidates. Teacher candidates need the opportunity to interact with teachers and students in multiple instructional settings and modalities. Research in teacher candidate pedagogic development indicates that clinical experiences in the field promote self-efficacy, especially when applying educational theory to actual classroom practice in the early years of teaching. The purpose of this chapter is to report the efficacy of transition between face-to-face, virtual, and hybrid clinical experiences and how these transitions inform best clinical practice conceptualized using a proprietary instructional model (IDEAL) as well as the TPACK framework.
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