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Marcum-Dietrich\u003Cbr>Millersville University of Pennsylvania, [ndietrich@millersville.edu](ndietrich@millersville.edu)\u003Cbr>Cindy Stunkard\u003Cbr>Kutztown University of Pennsylvania, [Stunkard@kutztown.edu](Stunkard@kutztown.edu)\u003Cbr>Zachary Krauss\u003Cbr>Millersville University of Pennsylvania, [zjkrauss@millersville.edu](zjkrauss@millersville.edu)\u003Cbr>Steve Kerlin\u003Cbr>Stroud Water Research Center, [skerlin@stroudcenter.org](skerlin@stroudcenter.org)\u003Cbr>Follow this and additional works at: [https://digitalcommons.georgiasouthern.edu/cimle](https://digitalcommons.georgiasouthern.edu/cimle)\u003Cbr> 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 |  |\n\nRecommended Citation  \nMarcum-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.  \nDOI: 10.20429/cimle.2021.250203  \nAvailable at: [https://digitalcommons.georgiasouthern.edu/cimle/vol25/iss2/3](https://digitalcommons.georgiasouthern.edu/cimle/vol25/iss2/3)  \nThis 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).  \nUnchartedWATERS: Sustaining a Meaningful Student Teaching ExperienceAmidst a Global Pandemic via an Online STEM Curriculum  \nCover Page Footnote  \nThis 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.  \nThis 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)  \nUncharted WATERS: Sustaining a Meaningful Student Teaching Experience amidst a Global Pandemic via an Online STEM Curriculum  \nNanette I. Marcum-Dietrich  \nMillersville University of Pennsylvania  \nCindy Stunkard  \nKutztown University of Pennsylvania  \nZachary Krauss  \nMillersville University of Pennsylvania  \nSteve Kerlin  \nStroud Water Research Center  \nAbstract  \nField experience is the culminating experience for pre-service teacher training. As COVID-19  \nclosed schools across the country, pre-service teachers’ field experiences were disrupted. This  \ncase study examines how a student teacher, a team of mentor teachers, and a university  \nsupervisor at a regional public university adapted to remote learning. The findings suggest that  \nthere were gains and losses in terms of the pre-service teachers’ ability to develop essential  \nskills; classroom management skills suffered while formative assessment practices, innovative  \nlesson delivery, and reflection on instruction were enhanced. The transition to remote learning  \nalso caused the way student teachers’ skills were valued, as well as the effectiveness of their  \nteaching, 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,  \nremote, and hybri","cbCaivRCIxtcyFNF","https://ap.wps.com/l/cbCaivRCIxtcyFNF","pdf",122470,"English","# Abstract\n# Introduction\n# Case Study Context and Adaptation\n## Remote Learning Transition\n## Effects on Teacher Skills and Practices\n# Findings and Implications","[{\"question\":\"What disruption did COVID-19 cause for pre-service teachers’ field experiences?\",\"answer\":\"COVID-19 closures shut schools and interrupted the typical field experiences used in pre-service teacher training.\"},{\"question\":\"How did the study describe the adaptation to remote learning?\",\"answer\":\"The student teacher, mentor teachers, and a university supervisor adapted field experiences using remote learning supported by an online STEM curriculum.\"},{\"question\":\"What skills improved and what declined after the shift to remote learning?\",\"answer\":\"Classroom management skills declined, while formative assessment practices, innovative lesson delivery, and reflection on instruction were strengthened.\"}]","Uncharted WATERS - Sustaining a Meaningful Student Teaching Experience Amidst a Global Pandemic via an Online STEM Curriculum | PDF",1792089914,23]