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The article examines student teachers’ experiences and perceptions as practica shifted from face-to-face to virtual formats, affecting their roles, teaching self-efficacy, task pace, and connections with cooperating teachers.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & 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Hall, Qianyi Gao & Sandra Linder  \nField-based experience has been an integral part of teacher preparation, and there is a consensus among key stakeholders that school-based practica are one of the most critical components of effective teacher education programs (Aspden, 2017; La Paro et al., 2018; Vick, 2006; Zeichner, 2002) . Based on John Dewey’s theory that knowledge is acquired by doing, field-based experiences provide preservice teachers with an opportunity to practice and reflect on teaching in an authentic environment and to translate theoretical ideas into practice (Dewey, 1938; Gurvitch & Metzler, 2009; Schon, 1983; Zeichner, 2010) . Through mentored classroom experiences and engagement in teaching practices, preservice teachers learn to develop their own pedagogy and understand more deeply the students they will teach (Darling-Hammond, 2006; 2020; La Paro et al., 2018) . Furthermore, they are able to develop skills for curriculum building, assessment, and the construction of positive, equitable learning environments (Coffey, 2010; Darling-Hammond, 2020; Smith & Lev Ari, 2005) .  \nField experiences not only bridge the gap between theory and practice, but also provide a context for preservice teachers to develop a sense of self as teacher (Cole & Knowles, 1993) . These first-hand classroom experiences influence preservice teachers’views on the roles of teachers and shape their beliefs and at-  \ntitudes towards teaching and learning (Hancock & Gallard, 2004; Johnson et  \nal. , 2017; Smith & Lev Ari, 2005) . They also contribute to preservice teachers’development of teaching self-efficacy (Berg & Smith, 2018; Johnson et al. , 2017) . The practical knowledge gained through field experiences is highly valued by preservice teachers. In fact, many preservice teachers view field-based experiences as the most valuable part of their teacher education program (Allen & Wright, 2014; Smith & Lev Ari, 2005) .  \nStrengthening field-based experiences in teacher preparation is an important strategy for developing the competence of new teachers and the capacity of the teaching force as a whole  \n(Darling-Hammond, 2014) . Therefore, engaging in field-based experiences is  \na widely recognized requirement by different teacher accreditation organizations. For example, participation in field experience is mandated by the Council for the Accreditation of Educator Preparation (CAEP, 2013) . The National Association for the Education of Young Children (NAEYC) also has specifically addressed field experience expectations in their Standards for Initial and Advanced Early Childhood Professional Preparation Programs (NAEYC, 2010) and its newly published Professional Standards and Competencies for Early Childhood Educators (NAEYC, 2020) .  \nChallenging Times  \nDespite the importance placed on field experiences, preservice teachers conducting their student teaching in the spring of 2020 faced unexpected challenges when COVID-19 began to spread throughout the United States. Declared a global pandemic in March 2020, the outbreak of COVID-19 changed preservice teachers’ lives dramatically. Many countries, states, and cities declared states of emergency and were in lockdowns. Nearly 90% of the world’s student population, which is comprised of over 1.5 billion learners in 165 countries, had their learning experiences disrupted by precautions and policies implemented to slow the spread of  \nDimensions • Volume 50/Number 3 13  \nthe global pandemic (UNESCO, 2020) . With no exceptions, drastic changes were brought to educational settings throughout the U.S. Most schools, including K-12 and higher education, were closed suddenly in March of 2020 due to COVID-19 . Classes were moved online and almost all school buildings remained closed for the rest of the academic year. The transition from a face-to-face to a virtual environment was sudden","cbCaidthw1pVwWiv","https://ap.wps.com/l/cbCaidthw1pVwWiv","pdf",155358,"English","# Background: Field-Based Experience in Teacher Preparation\n# Challenging Times: Spring 2020 and COVID-19\n## Disruptions to schooling and instruction\n## Impacts on field placements and cooperating teachers","[{\"question\":\"Why are field-based experiences considered critical in teacher education?\",\"answer\":\"Field-based practica help preservice teachers practice and reflect in authentic settings, connect theory to practice, develop pedagogy, and build skills for curriculum and assessment while shaping professional identity and beliefs.\"},{\"question\":\"What specific challenges did preservice teachers face during early school closures in 2020?\",\"answer\":\"Spring 2020 closures forced sudden transitions to online instruction, disrupted placements, reduced opportunities to continue field experiences, and required rapid adaptation to district guidelines and varying levels of support from cooperating teachers.\"},{\"question\":\"How did the pandemic affect interactions between students and teachers?\",\"answer\":\"The shift from face-to-face to virtual environments changed how students and teachers interact, teach, and learn, creating new conditions for classroom engagement and learning processes.\"}]","Learning to Teach During a Global Pandemic - Examining Student Teachers’ Experiences with Early School Closures | PDF",1792092563,15]