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Sherbert. The narrative centers on preservice teachers in fall 2020 participating in an English Language Arts methods and practicum course during the COVID-19 pandemic. It describes virtual relationship-building, reflective writing and sharing, and the tension between desired in-person placements and pandemic constraints. The article argues for reimagining field experience structures to better support rural educators, students, and communities while addressing long-standing rural funding and diversity challenges.",{"@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":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/educational-considerations-volume-48-article-4-redesigning-field-experiences-to-support-rural-schools-a-praxis-reflection/602097/",{"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/educational-considerations-volume-48-article-4-redesigning-field-experiences-to-support-rural-schools-a-praxis-reflection/602097.png","ImageObject",300,407,{"name":92,"@type":93},"acoobca","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-01","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":29},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What prompted the need to redesign rural school field experiences in 2020?","Question",{"text":112,"@type":113},"The COVID-19 pandemic made many traditional in-person practicum placements impossible, and the broader social and political climate increased stress for students, families, and educators in rural settings.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How did the course begin and support preservice teachers emotionally and intellectually?",{"text":117,"@type":113},"After listening to “Many Roads,” participants wrote for ten minutes and then shared reflections about their backgrounds, homes, hometowns, and roads that led them to teaching.",{"name":119,"@type":110,"acceptedAnswer":120},"What does the author emphasize about rural schools and teacher education?",{"text":121,"@type":113},"The reflection highlights long-standing perceptions of rural schools lacking diversity and being disadvantaged by funding formulas, and it argues for creating field experiences that sustain relationships and better prepare teachers despite resource and logistical constraints.","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},602097,1792118707,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":29,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":29,"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},3985747870733,"https://ap-avatar.wpscdn.com/davatar_a8503ba1806abce46bf441b54a3ca4cd","Educational Considerations  \nVolume 48  \nNumber 2 Rural Revelations: Our Path Forward  \nArticle 4  \nJuly 2022  \nRedesigning Field Experiences to Support Rural Schools: A Praxis Reflection  \nVicki S. Sherbert  \nKansas State University, [sherbev@ksu.edu](sherbev@ksu.edu)  \nFollow this and additional works at: [https://newprairiepress.org/edconsiderations](https://newprairiepress.org/edconsiderations)  \n Part of the Curriculum and Instruction Commons, Secondary Education Commons, and the Teacher Education and Professional Development Commons  \nThis work is licensed under a Creative Commons Attribution-Noncommercial-Share Alike 4.0 License.  \nRecommended Citation  \nSherbert, Vicki S. (2022) \"Redesigning Field Experiences to Support Rural Schools: A Praxis Reflection,\"Educational Considerations: Vol. 48: No. 2. [https://doi.org/10.4148/0146-9282.2331](https://doi.org/10.4148/0146-9282.2331)  \n[This Article is brought to you for free and open access by New Prairie Press. It has been accepted for inclusion in](This Article is brought to you for free and open access by New Prairie Press. It has been accepted for inclusion in)[ ](This Article is brought to you for free and open access by New Prairie Press. It has been accepted for inclusion in)[Educational Considerations by an authorized administrator of New Prairie Press. For more information](Educational Considerations by an authorized administrator of New Prairie Press. For more information), please [contact](contact cads@k-state.edu)[ cads@k-state.edu](contact cads@k-state.edu).  \nRedesigning Field Experiences to Support Rural Schools  \nVicki Sherbert  \nI vividly recall the preservice teachers’ faces opposite me on the screen the night of our first  \nclass of the Fall 2020 semester. We were gathered virtually for our English Language Arts  \n(ELA) methods and practicum course. The past few months had been hard—teeth-clenching,  \nmuscle-cramping, soul-draining hard—as we coped with a volatile social and political climate  \nand navigated the COVID-19 pandemic. On this night, I believe we all craved connection and  \ncommunity as we faced the unknowns ofthe semester.  \nWe began by listening to the song,“Many Roads,” written and performed by Andrew Peterson  \n(2010) . After the last refrain, we opened our notebooks and, for ten minutes, wrote our way into  \nthe night. Then, as we shared our thinking and writing, we spoke of places we came from and  \nroads that led us to this semester. We described homes, hometowns, and schools and how these  \nplaces had influenced our decisions to become teachers. I described my own journey as a student and educator from rural schools. Raised on a farm in a midwestern state, I attended classes in the  \nsame school building from kindergarten through 12th grade. After college, I returned to that  \ncommunity and taught in the same rural district for 28 years before becoming a teacher educator in higher education. As I spoke of the opportunities and challenges of learning and teaching in a  \nrural setting, two undergraduates who had attended rural schools nodded in recognition. Others  \nwho had attended larger, suburban schools expressed frank amazement as they tried to imagine  \nthe context.  \nIssues of rurality have always been near to my heart. Looking back on my school years, I recall  \nmore positive than negative experiences. Most of my teachers who had served in our school for  \nmany years remained part of my life after graduation and followed my journey as I became an  \neducator. These relationships played a role in my decision to return to the community and the  \ndistrict. I wanted to have similar relationships with my own students. I wanted to encourage them and be part of their lives, celebrating their successes as my teachers had celebrated mine. I knew  \nthere would be challenges. I knew rural schools were historically perceived as lacking diversity  \nand often got lost in the shuffle as funding formulas favored larger districts. Rather than  \ndi","cbCaiak6f7GMZVFl","https://ap.wps.com/l/cbCaiak6f7GMZVFl","pdf",192861,"English","# Redesigning Field Experiences to Support Rural Schools\n## Building connection during remote coursework\n## Rural schooling challenges and inequities\n## Reimagining practicum structures during COVID-19","[{\"question\":\"What prompted the need to redesign rural school field experiences in 2020?\",\"answer\":\"The COVID-19 pandemic made many traditional in-person practicum placements impossible, and the broader social and political climate increased stress for students, families, and educators in rural settings.\"},{\"question\":\"How did the course begin and support preservice teachers emotionally and intellectually?\",\"answer\":\"After listening to “Many Roads,” participants wrote for ten minutes and then shared reflections about their backgrounds, homes, hometowns, and roads that led them to teaching.\"},{\"question\":\"What does the author emphasize about rural schools and teacher education?\",\"answer\":\"The reflection highlights long-standing perceptions of rural schools lacking diversity and being disadvantaged by funding formulas, and it argues for creating field experiences that sustain relationships and better prepare teachers despite resource and logistical constraints.\"}]","Educational Considerations - Volume 48 - Article 4 - Redesigning Field Experiences to Support Rural Schools: A Praxis Reflection | PDF",1792094023,15]