Creating Global Partnerships Using Virtual Instructional Rounds in Teacher Preparation Programs

This participatory action research project leverages international partnerships to implement virtual instructional rounds (VIRs) to facilitate reciprocal learning between preservice and inservice teachers via internet-based video platforms. Preservice teachers observe and reflect on specific skills such as adaptive instructional technology, differentiated instruction, and anti-bias practices for diverse student populations, and then apply these practices to their own inclusive learning environments. Data was collected through pre- and post-surveys, structured observations, focus group interviews, and participants’ open-ended questionnaires upon completion. Findings indicate a mutually beneficial learning experience between preservice and inservice teachers. This study can serve as a model for other teacher preparation programs seeking reciprocal learning experiences on an international level.