College of Education Publications and Scholarship

Virtual Field Experiences as an Opportunity to Develop Preservice Teachers’ Efficacy and Equitable Teaching Practice

Liza Bondurant, Mississippi State University
Joel Amidon, University of Mississippi

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Abstract

The move to leveraging technology to support the preparation of teachers has steadily increased over the past decade, with a sudden and rapid transition taking place in response to COVID-19 in 2020. In this chapter, we aim to explore the implications for preparing preservice mathematics teachers to use equitable teaching practices through virtual field experiences (VFEs) and highlight how equitable instruction may be affected by this shift to more technologically mediated methods. In particular, we take up the question of whether VFEs provide adequate opportunities to develop equitable mathematics teaching practices, drawing on exploratory work conducted in the Mursion™ environment.