Abstract
This article demonstrates how the digital technologies of video recordings and webcams in a virtual learning after school program made it possible for teacher candidates to practice and reflect on asset-based pedagogies for multilingual students. Implications to engage teacher candidates in asset-based pedagogies in virtual science and engineering programming are discussed. The authors invite teacher educators to consider how the potentials of video recordings and webcams can be extended to other content areas and in-person teaching.
| Original language | American English |
|---|---|
| Pages (from-to) | 59-70 |
| Number of pages | 12 |
| Journal | Pennsylvania Teacher Educator |
| Volume | 21 |
| Issue number | 2 |
| State | Published - 2022 |
Keywords
- Preservice Teacher Education
- Teacher Education Programs
- Information Technology
- Video Technology
- Computer Simulation
- After school programs
- teaching methods
- science instruction
- Engineering education
- distance education
- multilingualism
- English language learners
- English (second language)
- Second language learning
- Spanish speakign
- Internship Programs
- Latin Americans
- Puerto Ricans
- Elementary school students
- videoconferencing
- COVID-19
- Pandemics