A Technology Supported Induction Network for Rural Student Teachers

Sara Winstead Fry


Student teaching is a challenging period for preservice teachers as they make the transition from preparation to practice. Support from mentor teachers and university personnel can make this time easier, helping preservice teachers successfully integrate educational theory into their practice. Because of logistical, financial, and personnel limitations, many student teachers with rural placements receive inadequate support. The Technology Supported Induction Network (TSIN) was developed to address these issues by providing support and  ongoing professional learning opportunities for preservice teachers through distance technology. A qualitative case study was used to investigate the TSIN’s impact on elementary level student teachers. Results indicate that the TSIN’s two primary components, a discussion board and compressed video sessions, served different supportive roles. Recommendations for future programs utilizing technology as a way to enhance the preparation of student teachers or provide induction for inservice teachers in rural schools are also discussed.


Abdal-Haqq, I. (1998). Professional Development Schools: Weighing the Evidence. Thousand Oaks, CA: Corwin Press, Inc.

Arnold, P. (2002). Cooperating teachers’ professional growth through supervision of student teachers and participation in a collegial study group. Teacher Education Quarterly, 29(2), 123-132.

Babinski, L. M., Jones, B. D., & DeWert, M. H. (2001). The roles of facilitators and peers in an online support community for first-year teachers. Journal of Educational and Psychological Consultation, 12(2), 151-169.

Bassey, M. (1999). Case Study Research in Educational Settings. Philadelphia: Open University Press.

Beck, C. & Kosnik, C. (2002). Professors and the practicum: Involvement of university faculty in preservice practicum supervision. Journal of Teacher Education, 53(1), 7-18.

Bogdan, R. C., & Biklen, S.K. (1998). Qualitative Research in Education: An Introduction to Theory and Methods. Needham Heights, MA: Allyn & Bacon.

Boss, S. (2001). Facing the future. Northwest Education, 7(2). Retrieved July 16, 2002 from http://www.nwrel.org/nwedu/2001w/future.html

Branburg, J. (2001). Videoconferencing. Technology & Learning, 22(2), 54.

Brintnall, S. K. (2002). E-mentoring: A case study of the viability and benefits of electronic mentoring with beginning teachers in rural schools. Unpublished dissertation, University of Oklahoma, Norman.

Bull, G., Harris, J., Lloyd, J., & Short, J. (1989). The electronic academical village. Journal of teacher education, 40(4), 27-32.

Casey, J.M., & Roth, R. A. (1991-1992). An impact analysis of technology-based support in student teaching. Teacher Education and Practice, 7(2), 23-30.

Chubbuck, S. M., Clift, R. T., Allard, J., & Quinlan, J. (2001). Playing it safe as a novice teacher: Implications for programs for new teachers. Journal of Teacher Education, 52(5), 369-376.

Davies, T. G. & Quick, D. (2001). Reducing distance through distance learning: The community college leadership doctoral program at Colorado State University. Community College Journal of Research and Practice, 25, 607-620.

Denzin, N. K., & Lincoln, Y. S. (Eds.). (1998). Strategies of Qualitative Inquiry. Thousand Oaks, CA: SAGE Publications.

Edens, K. M. (2000). Promoting communication, inquiry and reflection in an early practicum experience via an on-line discussion group. Action in Teacher Education, 22(2), 14-23.

Feiman-Nemser, S. (2001). From preparation to practice: designing a continuum to strengthen and sustain teaching. Teachers College Record, 103(6), 1013-1055.

Freiberg, H. J. (2002). Essential skills for new teachers. Educational Leadership, 59(6), 56-60.

Gates Leadership Project. Wyoming State Profile Narrative. Retrieved November 9, 2003 from http://llndev.hprtec.org/wyomingn.html

Goodlad, J. I. (1990). Teachers for Our Nations’ Schools. San Francisco, CA: Jossey-Bass.

Gruenhagen, K., McCracken, T., & True, J. (1999). Using distance education technologies for the supervision of student teachers in remote rural schools. Rural Special Education Quarterly, 18(3/4), 58-66.

Hersh, S., Stroot, S., & Snyder, M. (1995-1996). Mentoring entry year teachers: A model for rural communities. Rural Educator, 17(2), 31-36.

Ingersoll, R. M. (2002). The teacher shortage: A case of wrong diagnosis and wrong perscription. NASSP Bulletin, 86, 16-31.

Kamens, M. W. (2000). Student teacher support: Collaborative experiences in a technology training partnership. Action in Teacher Education, 22(2), 39-44.

Karmos, A. H., & Jacko, C. M. (1977). The role of significant others during the student teaching experience. Journal of Teacher Education, 28, 51-55.

Legan, N. A., & De Witt, C. J. (2001). Evaluation of the Novice Teacher Support Project 2000-2001. Indiana Center for Evaluation. Retrieved October 28, 2003 from http://ntsp.ed.uiuc.edu/Download/Evaluation2000_2001.pdf

Lincoln, Y. S., & Guba, E. G. (1985). Naturalistic Inquiry. Beverly Hills, CA: SAGE.

Linik, J. R. (2001). Surviving the crossfire. Northwest Education, 7(2). Retrieved July 16, 2002 from http://www.nwrel.org/nwedu/2001w/crossfire.html

Lortie, D.C. (1975). Schoolteacher: A sociological study. Chicago: University of Chicago Press.

Marzano, R. J. (2003). What works in schools: translating research into action. Alexandria, VA: Association for Supervision and Curriculum Development.

Merriam, S. B. (1998). Qualitative Research and Case Study Applications. San Francisco: Jossey Bass.

Miles, M. B., & Huberman, A. M. (1984). Qualitative data analysis. Beverly Hills, CA: Sage.

Moore, A. D., & Leighty, J. W. (2003). Teaching Residency Survey. Retrieved November 12, 2003 from http://ed.uwyo.edu/web/reports/Teaching_Resident.pdf

Odell, S. J., & Huling, L. (Eds.). (2000). Quality Mentoring for Novice Teachers. Joint publication: Washington, DC: Association of Teacher Educators and Indianapolis, IN: Kappa Delta Pi.

Paige, R., Stroup, S., & Andrade, J. R. (2002). U.S. Department of Education, Office of Postsecondary Education, Office of Policy Planning and Innovation, Meeting the Highly Qualified Teacher Challenge: The Secretary’s Annual Report on Teacher Quality. Retrieved April 16, 2003 from http://www.ed.gov/offices/OPE/News/teacherprep/AnnualReport.pdf

Roddy, M. (1999). Using the Internet to unite student teaching and teacher education. Journal of Technology and Teacher Education, 7(3), 257-67.

Strauss, A. L., & Corbin, J. M. (1998). Basics of Qualitative Research: Techniques and Procedures for Developing Grounded Theory. Newbury Park: Sage Publications.

U. S. Census (2000). Wyoming Population Estimates. Retrieved October 1, 2003 from http://eire.census.gov/popest/data/cities/tables/SUBEST2002-09-56.pdf

Valli, L. (1997). Listening to other voices: A description of teacher reflection in the United States. Peabody Journal of Education, 72(1), 67-88.

Venn, M. L., Moore, R. L., & Gunter, P. L. (2000-2001). Using audio/video conferencing to observe field-based practices of rural teachers. Rural Educator, 22(2), 24-27.

Wyoming QuickFacts. U. S. Census. Retrieved April 16, 2002 from: http://quickfacts.census.gov/qfd/states/56000.html.

Full Text: PDF


  • There are currently no refbacks.

Publication of the National Rural Education Association - http://www.nrea.net

Report problems or questions about to the website to jshedd@library.msstate.edu