A New View: Reflection and Student Teacher Growth through an E-Practicum Model

This article explores innovations in assessment of student teaching practice employed in the University of Cincinnati, USA, online associate's degree in early childhood education, the Early Childhood Learning Community. The program's components are identified with a specific focus on assessment of teaching practicum. The use of a range of information technologies, including video, is discussed, and evaluated through the voices of participating students. Student feedback shows the importance of integrating video and conference calling into an effective e-practicum model that provides self, mentor, and faculty evaluation of student teaching practice in a distance education program. Student teaching changed the way I view myself. I was able to watch the videos and learn a great deal about my style in the classroom. I now know how I actually sound, and have been able to find my 'teacher voice' and use it appropriately. The videos gave me a view of the class like no other opportunity. I was able to see how I looked through the eyes of a child and most importantly how I reacted in the eyes of a child. (Quote from Dalisa, University of Cincinnati Early Childhood Learning Community (UC ECLC) program graduate) In 1998, the United States Congress voted to reauthorize Head Start, a US federal agency charged with assisting low-income children and families. As a part of their Reauthorization Act, Congress passed the requirement that Dalisa and other teachers in pre-schools operated by Head Start must have associate degrees in early childhood education. This two-year college degree requirement surpassed any previous educational expectation in the Head Start community. For many teachers who had been in their positions for over 10 years, the thought of attending college courses was intimidating and daunting. Additionally, these teachers could not leave their families or teaching positions to attend classes, even if colleges were nearby and offered evening schedules. The following discussion presents the very innovative and effective e-practicum model that was developed as faculty designed an online degree program to support teachers pursuing an associate degree. Extensive technology support, instructional design combining webstreamed video with conference calls, and a team approach have shown positive results. Specifically, desired outcomes have been surpassed by student teachers. As they near the end of their two-year degree program, these student teachers have demonstrat ed high levels of reflection and growth. Furthermore, many have exceeded the minimum required competencies for early childhood education teachers identified by the early childhood education program faculty, and organizations in the United States such as the State of Ohio Department of Education, the National Association for the Education of Young Children (NAEYC), and the National Council for Accreditation of Teacher Education (NCATE). After a brief explanation of the evolution of the design of the student teaching model, details of the e-practica experiences will be outlined and student growth will be highlighted. Lastly, results of the ECLC program's research and evaluation will be presented.