Virtually Ready? Pre-service teachers' perceptions of a virtual internship experience


Virtual Schools
Pre-Service Teachers
Teacher Education

How to Cite

Waters, S., & Russell, W. (2016). Virtually Ready? Pre-service teachers’ perceptions of a virtual internship experience. Research in Social Sciences and Technology, 1(1). Retrieved from


The purpose of this phenomenological study was to understand the experiences of six secondary pre-service teachers that completed a semester long internship with a supervising mentor at a virtual school in the Southeastern United States. The secondary pre-service teachers in this study voluntarily chose a placement in the virtual school over a traditional classroom placement for completion of their initial licensure field experience. This study sought to examine why secondary pre-service teachers chose a virtual internship and what their experiences were like as online instructors. A total of six participants completed a sixty-minute semi-structured interview at the completion of the semester long virtual school internship. Results of the study indicated that secondary pre-service teachers’ primary motivation for entering a virtual internship experience was “convenience.†Additionally, participants felt prepared for future employment in virtual schools, but had some reservations about their prospects in a traditional classroom setting.



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