| dc.description.abstract | This study examines the teacher candidate field experience within the Department of Educational Studies at Rhodes College, a liberal arts and science focused school with an enrollment of approximately 2,500 students in Memphis, Tennessee. To assist clinical field experience students in gaining access to master teaching while placed virtually, Rhodes’s educational studies department made use of the Accomplished Teaching, Learning, and Schools (ATLAS) platform’s repository of master teacher video case studies. Understanding how ATLAS video usage shaped preservice teachers’ thinking about teaching and learning became vital in order for Rhodes’s educational studies department to assess the effectiveness of expert teachers’ videos and plan for future field experience placements. Two research questions were established, pulling together the context, problem, literature, and framework. First, what are teacher candidates’ perceptions of ATLAS’s influence on their thinking about planning, instruction, and assessment? Second, what value do teacher candidates perceive in the integration of the ATLAS video platform in their clinical field experience? To investigate these questions, a mixed methods convergent design approach was used. Qualitative and quantitative data were concurrently collected from a teacher candidate perception survey. Survey results show that preservice teachers believe that ATLAS videos generally influence their perceptions related to teaching and instruction. | en_US |
