This paper presents a study that explores how "field experience" programs generate a meaningful bridge between the "theoretical" academic world and the "real" labor market. We examine this model in a population of undergraduate management students who participated in experiential learning programs via…

During COVID-19, sudden field placement cancellations impelled schools of social work to find immediate means to support students in the completion of practicums remotely, whilst accreditation standards had yet to be re-articulated and permitted adaptations were unclear. Early "panic-gogy" moved to strategic development of new field…

Field-based education is interactive, hands-on, and based on real world experience and methodology, and during the COVID-19 pandemic, it has faced special challenges. As many institutions may struggle to maintain this vital component of geographic education, this resource paper aims to illustrate the impacts of the pandemic and provide some…

This paper examines the pedagogical framework of Jerusalem University College (JUC) for biblical field studies in the Holy Land. JUC's program revolves around three pedagogical pillars, "Read the Land. See the Text. Live the Book," centered on geographical comprehension, biblical texts, and practiced Christianity. This mixed methods…

This research study examined the experiences of Black and Latino/a pre-service teachers who are enrolled in the BS/MS Teacher Preparation Programs within Florida State University's School of Teacher Education. Students within this study described their experiences in courses, how they navigated their clinical field experiences, and how their CTs…

As the intersection between theory and practice, clinical experiences are the shared home through which school and university constituents examine effective pedagogies. Prior to the COVID-19 pandemic, our teacher preparation programs had built meaningful, face-to-face, partnership-based clinical experiences. The abrupt shift to virtual instruction…

In this article, two university professors describe how field-based experiences for preservice elementary teachers in literacy methods courses were adapted during the COVID-19 pandemic. Instead of completing conventional field experiences and classroom observations, the preservice teachers served as adult helpers for virtual learning at a school…