Practice-Based Professional Learning Experiences: Supportive Teacher Education for Generation Z College Students

Background

Generation Z (Gen Z) is diverse, connected, and tech-centric, making their needs in the postsecondary classroom different from those of prior generations. For Gen Z, teacher education coursework needs to be designed to match their affinity for digital experiences and demonstrate clear connections to their future work as teachers.

Purpose

The goal of this qualitative study was to investigate two assignments, grounded in experiential education that employed practice-based professional learning experiences in digital learning spaces to support Gen Z teacher candidates.

Method

The study investigated teacher candidates’ engagement and experiences with

these assignments. Assignment artifacts from 28 teacher candidates were analyzed using descriptive statistics to investigate frequency counts and a Grounded Theory approach using open coding was used to notice themes across candidates’ responses.

Findings

Data support that both practice-based professional learning experience assignments utilizing digital learning spaces opened connections to professional communities and were enjoyed by students.

Implications

Experiential education through practice-based professional learning experiences provides a pedagogical bridge between generational learning needs and professional preparation. Assignments that are flexible to the ever-evolving social media spaces and include recommendations for getting started are promising ways to support Gen Z teacher candidates.