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With more than 50 million students impacted and many forced into online learning, school-university partners redesigned alternative virtual field placements. It describes one middle level partnership that used virtual learning spaces for new teacher candidates to conceptualize teaching and learning, and it includes classroom teachers’ perspectives on hosting candidates, highlighting best practices and challenges to consider.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":20,"@type":76,"position":81},"https://docshare.wps.com/document/exam/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/current-issues-in-middle-level-education-vol-25-issue-2-article-10-field-experiences-in-the-ether-the-pandemic-induced-realities-of-learning-to-teach/600037/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/current-issues-in-middle-level-education-vol-25-issue-2-article-10-field-experiences-in-the-ether-the-pandemic-induced-realities-of-learning-to-teach/600037.png","ImageObject",300,407,{"name":92,"@type":93},"nayy☆","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-30","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":34},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"How did the pandemic disrupt teacher education during 2019-2020?","Question",{"text":112,"@type":113},"School closures forced many K-12 students into online learning and reduced or ended remaining classroom-based field experiences. Teacher education programs had to scramble to create alternative experiences for candidates.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What approach did the school-university partnership use to replace traditional field experiences?",{"text":117,"@type":113},"The partnership designed pandemic-induced alternative field experiences using virtual learning spaces. It leveraged the strengths of the existing school-university partnership to support interaction among teacher candidates, students, and veteran teachers.",{"name":119,"@type":110,"acceptedAnswer":120},"What does the article include besides the program description?",{"text":121,"@type":113},"It includes classroom teachers’ perspectives on hosting teacher candidates in a virtual learning format, offering insights into best practices and challenges.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},600037,1792252395,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":19,"category_name":20,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":34,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":44,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":144},962090893153,"https://ap-avatar.wpscdn.com/davatar_9964176cb1d06d4a9deccf72a44ae3dc","Current Issues in Middle Level Education  \n\n| Volume 25  Issue 2 | Article 10 |\n| --- | --- |\n| February 2021\u003Cbr>Field Experiences in the Ether: The Pandemic-induced Realities ofLearning to Teach\u003Cbr>Penny B. Howell\u003Cbr>University of Louisville, [penny.howell@louisville.edu](penny.howell@louisville.edu)\u003Cbr>Alice Gnau\u003Cbr>Westport Middle School/University of Louisville, [alice.gnau@jefferson.kyschools.us](alice.gnau@jefferson.kyschools.us)\u003Cbr>Laura Peavley\u003Cbr>Westport Middle School, [laura.peavley@jefferson.kyschools.us](laura.peavley@jefferson.kyschools.us)\u003Cbr>Caitlyn Workman\u003Cbr>Westport Middle School, [caitlyn.workman@jefferson.kyschools.us](caitlyn.workman@jefferson.kyschools.us)\u003Cbr>Follow this and additional works at: [https://digitalcommons.georgiasouthern.edu/cimle](https://digitalcommons.georgiasouthern.edu/cimle)\u003Cbr> Part of the Junior High, Intermediate, Middle School Education and Teaching Commons |  |\n\nRecommended Citation  \nHowell, Penny B.; Gnau, Alice; Peavley, Laura; and Workman, Caitlyn (2021) \"Field Experiences in the Ether: The Pandemicinduced Realities of Learning to Teach,\" Current Issues in Middle Level Education: Vol. 25 : Iss. 2 , Article 10.  \nDOI: 10.20429/cimle.2021.250210  \nAvailable at: [https://digitalcommons.georgiasouthern.edu/cimle/vol25/iss2/10](https://digitalcommons.georgiasouthern.edu/cimle/vol25/iss2/10)  \nThis description is brought to you for free and open access by the Journals at Digital Commons@Georgia Southern. It has been accepted for inclusion in Current Issues in Middle Level Education by an authorized administrator of Digital Commons@Georgia Southern. For more information, [please contact](please contact digitalcommons@georgiasouthern.edu)[ digitalcommons@georgiasouthern.edu](please contact digitalcommons@georgiasouthern.edu).  \nField Experiences in the Ether:  \nThe Pandemic-induced Realities of Learning to Teach  \nPenny B. Howell  \nUniversity of Louisville  \nAlice Gnau  \nWestport Middle School  \nLaura Peavley  \nWestport Middle School  \nCaitlyn Workman  \nWestport Middle School  \nAbstract  \nIn the United States during March and April of 2020, more than 50 million K-12 students were impacted by school closures with many forced to engage in online teaching for continuity in their 2019-2020 school year. This disruption to K-12 public and private schools reverberated in programs of teacher education around the country. As school-university partners, we wanted to provide opportunities for new teacher candidates to be able to engage in some form of  \ninteraction with students and veteran teachers. We drew on the structures and strengths of our  \nschool-university partnership to build our plan to engage in pandemic-induced, alternative field  \nexperiences. In this article, we describe how one middle level school-university partnership  \nleaned into virtual learning spaces and provided opportunities to help teacher candidates who  \nwere beginning their teacher education program conceptualize teaching and learning in new  \nways. Additionally, we provide classroom teachers’ perspectives on hosting teacher candidates  \nin a virtual learning format, offering insights on best practices and challenges to ponder.  \nThe COVID-19 global pandemic has impacted schools worldwide (UNESCO, 2020) . In  \nthe United States during March and April of 2020, more than 50 million K-12 students were  \nimpacted by school closures with many forced to engage in online learning for continuity in their  \n2019-2020 school year (EdWeek, 2020). This disruption to K-12 public and private schools  \nreverberated in programs of teacher education around the country. Because teacher education  \ndepends on the willingness of those schools and classroom teachers to provide spaces for teacher candidates to learn, practice, and grow into effective teachers, many programs scrambled to find  \nalternative experiences for teacher candidates. For the University of Louisville (UL), it meant  \nthat teacher candidates would forgo any remaini","cbCaictdukbnPO9A","https://ap.wps.com/l/cbCaictdukbnPO9A","pdf",98280,"English","# Field Experiences in the Ether: The Pandemic-induced Realities of Learning to Teach\n## Impact of School Closures on K-12 and Teacher Education\n## Designing Virtual Alternative Field Experiences\n## Teacher Candidates and Classroom Teachers’ Perspectives","[{\"question\":\"How did the pandemic disrupt teacher education during 2019-2020?\",\"answer\":\"School closures forced many K-12 students into online learning and reduced or ended remaining classroom-based field experiences. Teacher education programs had to scramble to create alternative experiences for candidates.\"},{\"question\":\"What approach did the school-university partnership use to replace traditional field experiences?\",\"answer\":\"The partnership designed pandemic-induced alternative field experiences using virtual learning spaces. It leveraged the strengths of the existing school-university partnership to support interaction among teacher candidates, students, and veteran teachers.\"},{\"question\":\"What does the article include besides the program description?\",\"answer\":\"It includes classroom teachers’ perspectives on hosting teacher candidates in a virtual learning format, offering insights into best practices and challenges.\"}]","Current Issues in Middle Level Education - Vol 25 - Issue 2 - Article 10 - Field Experiences in the Ether: The Pandemic-induced Realities of Learning to Teach | PDF",1792089911,23]