Exploring the impact of hybrid and on-ground clinical experiences on early childhood teacher candidate learning outcomes

Vollständiger Abstract

Worum geht es in dieser Arbeit?

Clinical experiences in teacher preparation programs link theory to practice and support teacher candidates’ self-efficacy and preparedness for the field. While research has examined these experiences for developing teaching competencies, few studies have compared the impact of hybrid experiences during the COVID-19 pandemic to on-ground experiences, especially in early childhood education programs that prepare candidates for dual certification in general and special education. This qualitative study explored the differences in candidate learning outcomes – defined here as self-efficacy and preparedness for teaching –between hybrid and fully on-ground clinical experience modalities during the COVID-19 pandemic among early childhood teacher candidates seeking dual certification. We conducted focus group interviews with six recent graduates, who engaged in either a hybrid or an on-ground experience. Thematic analysis of the interview data yielded themes centered on self-efficacy and preparedness that explained our candidates’ competencies. Our results indicate that sound hybrid experiences may offer a supportive platform for developing teaching competencies. Implications for teacher preparation programs and future research are provided.