The Technology Supported Induction Network (TSIN): A case study investigating the impact of increased support for rural and isolated preservice teachers.

摘要

The Technology Supported Induction Network (TSIN) was developed to help preservice teachers make the transition from theory to practice. The TSIN was modeled after successful induction programs in urban areas and distance technology initiatives used to support beginning teachers in rural settings. Specifically, fifteen preservice teachers who might have been isolated from their peers and teacher preparation institution as a result of rural student teaching placements, distance, and/or limited supervision by university faculty voluntarily participated in the TSIN. An Internet-based discussion board and compressed video meetings were used to form a peer support network and to investigate professional development topics germane to beginning teachers. A qualitative case study was used to answer the research question: What is the perceived impact of the Technology Supported Induction Network on preservice teachers in terms of reflective practice, curricular support, emotional support, and maintaining connections to their peers and teacher preparation institution?; The discussion board was available twenty-four hours a day. Prompting questions were used to give participants a common topic to discuss and reflect upon. Compressed video sessions were held tri-weekly and served two primary purposes. First, with guidance from teacher preparation program faculty, the preservice teachers considered topics in literacy and science education, classroom management, and job interview skills. Second, the preservice teachers also had time to interact with one another socially and bring up student teaching-related concerns.; Results indicate that the discussion board and compressed video sessions served different supportive roles. The discussion board supported reflective practice and maintaining connections to peers. The compressed video sessions supported both of those and also provided opportunities for curricular and emotional support, and for maintaining connections to the teacher preparation institution. The more a preservice teacher participated, the more impact the TSIN seemed to have. Modifying the TSIN to meet preservice teachers' different learning needs, including additional forms of distance technology, and building more flexibility into the design are improvements that could increase use.