A Technology Supported Induction Network for Rural Student Teachers

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 luckily integrate educational theory into their practice. Because of logistical, financial, and personnel limitations, many scholar teachers with rural placements receive inadequate support. The Technology Supported Induction Network (TSIN) was unfolded to address these issues through providing support and ongoing professional learning opportunities for preservice teachers end distance technology. A qualitative case application of mind was used to investigate the TSIN's impact upon elementary level student teachers. be deriveds indicate that the TSIN's sum of two units primary components, a discussion board and close tightlyed video sessions, served different supportive parts Recommendations for future programs utilizing technology as a way to enhance the preparation of pupil teachers or provide induction for inservice teachers in rural academys are also discussed.

Introduction

The view of this article is to describe the impact the Technology Supported Induction Network (TSIN) had upon elementary school student teachers in rural locations. I evolveed the TSIN to address criticisms about the effectiveness of pupil teaching that have spanned more than a quarter-century (Goodlad, 1990; Lortie, 1975; Paige, Stroup & Andrade, 2002) Criticisms of pupil teaching include the gap which repeatedly develops between theory and practice as well as pupil teachers' resultant reliance on their "own ideas" and "trial and error" for teaching behavior (Freiberg, 2002) While professional exhibition schools have emerged, in part, to address these criticisms (AbdalHaqq, 1998) teacher preparation programs in rural areas face additional challenges when trying to support scholar teachers and develop strong school-university partnerships. For example, lengthened travel time and dangerous winter road conditions decrease time available for pupil teacher supervision and/or the number of visits in a limit Students can't be centrally clustered and complaints from cooperating teachers regarding inadequate supervisory dialogue are belonging to all (Gruenhagen, McCracken, & True, 1999)

The Technology Supported Induction Network (TSIN) was exhibited as an effort to improve support for pupil teachers. The TSIN was based upon existing successful induction and learner teacher support programs, as well as recommendations for effective induction (Chubbuck Clift, Allard, & Quinlan, 2001; Kamens, 2000; Odell & Huling, 2000) Social learning opportunities that bring beginning teachers together to examine professional unfolding topics and share concerns are belonging to all in effective induction models. The TSIN used a multi-media delivery archetype consisting of compressed video, an Internet-based discussion board, email, and telephone to combine prosperous elements from different studies that used individual form of distance technology to support novice teachers (Brintnall, 2002; Roddy 1999; Venn Moore, & Gunter 2000-2001) Induction and learner teaching literature suggest that providing professional extension experiences for student teachers when they have the opportunity to associate theory to their own practice maximizes the potential for learning and the after benefits for children. The following question guided this investigation: What is the impact of the Technology Supported Induction Network upon student teachers in terms of reflective practice, curricular support, emotional support, and maintaining connections to their equals and teacher preparation institution?

Background

This inquiry was conducted at the University of Wyoming, a doctoral/research extensive, land-grant university. With its large land area of 97818 square miles and depressed population of 494,201, Wyoming has the next to the first lowest population density in the region (Wyoming QuickFacts, 2002). For the portion of the state transversed by the agency of interstate highways, travel between the eastern and western borders takes six hours. Winter weather can make travel treacherous or impossible. The university is located in Laramie, population 26885 (U Census, 2000) in the southeast part of the state. Because of Laramie's depressed population, the teacher preparation program has to gaze for student teaching placements beyond the local place of education district. Due to the distance between towns, greatest in quantity practicum sites are 50 to 300 miles away from the university. As a proceed non-university staff, usually veteran teachers who have been mentor teachers, be subservient to as consultants to approximately 75% of scholar teachers majoring in elementary education, including those with placements in Laramie. Consultants are awaited to visit each student teacher a minimum of sum of two units times, weather permitting. Mentor teachers have the primary responsibility for supervision and evaluation.

Although this archetype makes student teaching viable in a state where geography and weather limit possibilities for faculty supervision of learner teachers, it is not without limitations. When asked to identify weaknesses in the teacher preparation program, single student teacher responded to a university-generated evaluation of the program by means of writing that a problem was, "Leaving, or rather deserting, out-of-state learners during residency who are placed outside [Laramie]" (Moore & Leighty, 2003 p 64) In the same evaluation, another scholar teacher pointed out that, "Scheduling appointments and visitation times with my consultant was VERY difficult" (p 61) These regards reflect some of the limitations inherent with nonprofessorial supervision (Beck & Kosnik, 2002; Venn et al., 2000-2001) point in disputes that seem exacerbated in rural areas.