Uncharted WATERS - Sustaining a Meaningful Student Teaching Experience Amidst a Global Pandemic via an Online STEM Curriculum

Oct 15, 2026

Upload by nayy☆

Field experience is the culminating phase of pre-service teacher training, but COVID-19 closures disrupted school-based placements nationwide. This case study investigates how a student teacher, a team of mentor teachers, and a university supervisor at a regional public university adapted field experiences through remote learning supported by an online STEM curriculum. Results indicate trade-offs in essential skill development, with declines in classroom management while formative assessment, innovative lesson delivery, and instructional reflection improved.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages9

Reading Time23 min

AccessFree to download

Abstract

Introduction

Case Study Context and Adaptation

Remote Learning Transition

Effects on Teacher Skills and Practices

Findings and Implications

Current Issues in Middle Level Education | Volume 25 Issue 2 | Article 3 | | --- | --- | | February 2021
UnchartedWATERS: Sustaining a Meaningful Student Teaching ExperienceAmidst a Global Pandemic via an Online STEM Curriculum
Nanette I. Marcum-Dietrich
Millersville University of Pennsylvania, [ndietrich@millersville.edu](ndietrich@millersville.edu)
Cindy Stunkard
Kutztown University of Pennsylvania, [Stunkard@kutztown.edu](Stunkard@kutztown.edu)
Zachary Krauss
Millersville University of Pennsylvania, [zjkrauss@millersville.edu](zjkrauss@millersville.edu)
Steve Kerlin
Stroud Water Research Center, [skerlin@stroudcenter.org](skerlin@stroudcenter.org)
Follow this and additional works at: [https://digitalcommons.georgiasouthern.edu/cimle](https://digitalcommons.georgiasouthern.edu/cimle)
Part of the Curriculum and Instruction Commons, Educational Technology Commons, Junior High, Intermediate, Middle School Education and Teaching Commons, Online and Distance Education Commons, and the Secondary Education Commons | | Recommended Citation Marcum-Dietrich, Nanette I.; Stunkard, Cindy; Krauss, Zachary; and Kerlin, Steve (2021) "Uncharted WATERS: Sustaining a Meaningful Student Teaching Experience Amidst a Global Pandemic via an Online STEM Curriculum," Current Issues in Middle Level Education: Vol. 25 : Iss. 2 , Article 3. DOI: 10.20429/cimle.2021.250203 Available at: [https://digitalcommons.georgiasouthern.edu/cimle/vol25/iss2/3](https://digitalcommons.georgiasouthern.edu/cimle/vol25/iss2/3) This research 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). UnchartedWATERS: Sustaining a Meaningful Student Teaching ExperienceAmidst a Global Pandemic via an Online STEM Curriculum Cover Page Footnote This material is based upon work supported by the National Science Foundation under Grant No. DRL-1850060 Any opinions, findings, and conclusions or recommendations expressed in this material are those of the author(s) and do not necessarily reflect the views of the National Science Foundation. This research is available in Current Issues in Middle Level Education: [https://digitalcommons.georgiasouthern.edu/cimle/vol25/iss2/3](https://digitalcommons.georgiasouthern.edu/cimle/vol25/iss2/3) Uncharted WATERS: Sustaining a Meaningful Student Teaching Experience amidst a Global Pandemic via an Online STEM Curriculum Nanette I. Marcum-Dietrich Millersville University of Pennsylvania Cindy Stunkard Kutztown University of Pennsylvania Zachary Krauss Millersville University of Pennsylvania Steve Kerlin Stroud Water Research Center Abstract Field experience is the culminating experience for pre-service teacher training. As COVID-19 closed schools across the country, pre-service teachers’ field experiences were disrupted. This case study examines how a student teacher, a team of mentor teachers, and a university supervisor at a regional public university adapted to remote learning. The findings suggest that there were gains and losses in terms of the pre-service teachers’ ability to develop essential skills; classroom management skills suffered while formative assessment practices, innovative lesson delivery, and reflection on instruction were enhanced. The transition to remote learning also caused the way student teachers’ skills were valued, as well as the effectiveness of their teaching, to change. How future teachers are prepared will need to be altered. Going forward, all teachers will need the skills to reach students in a variety of environments including face-to-face, remote, and hybri

FAQs

What disruption did COVID-19 cause for pre-service teachers’ field experiences?

COVID-19 closures shut schools and interrupted the typical field experiences used in pre-service teacher training.

How did the study describe the adaptation to remote learning?

The student teacher, mentor teachers, and a university supervisor adapted field experiences using remote learning supported by an online STEM curriculum.

What skills improved and what declined after the shift to remote learning?

Classroom management skills declined, while formative assessment practices, innovative lesson delivery, and reflection on instruction were strengthened.

Oct 15, 2026

Upload by nayy☆