Guest Editorial - CoRE I-DREAM Issue: Summer Internships that Lead to Success

Samuel Baker — Wed, 13 May 2026 00:00:00 +0000

No abstract

A Novel Learning Experience

Robin Roberson, Sean Carmichael — Wed, 13 May 2026 00:00:00 +0000

This scholarly essay discusses a novel idea for developing preservice teacher skills prior to student teaching, an idea which came about after an I-DREAM preservice history teacher intern was embedded in a summer STEM academy. This article uses Self Determination Theory and Experiential Learning Theory to frame the events, results, and implicatoins of this unconventional internship. The authors are extremely grateful to the managers of the I-DREAM Grant for providing this experience.

Transformational Learning in Compressed Field Experiences:

Darcy Tessman — Wed, 13 May 2026 00:00:00 +0000

This qualitative study examines how compressed intensive field experiences facilitate transformational learning and self-efficacy development in pre-service teachers. Five educators (four pre-service, one alternatively certified) participated in a four-day intensive STEM summer camp for 3rd-5th grade students in rural Oklahoma, preceded by three weeks of professional development and collaborative lesson planning, and followed by a week of reflection activities. Using Mezirow's transformational learning theory and Bandura's self-efficacy framework, we analyzed interview transcripts, reflective essays, and after-action reports through thematic analysis. Three major themes emerged: (1) confronting weakness areas through deliberate choice, (2) first-day chaos to systematic improvement, and (3) confidence building through safe failure. Findings demonstrate that compressed field experiences, when structured with daily debriefing and psychological safety, can facilitate the rapid iteration between disorienting dilemmas, critical reflection, and acting-engagement necessary for perspective transformation. Participants showed evidence of all three core components of transformational learning within four days. Results suggest intensive summer programs designed to support risk-taking and rapid instructional iteration offer viable early authentic teaching experiences prior to traditional semester-long field placements for building pre-service teacher competencies. For alternatively and emergency certified teacher these experiences may facilitate professional development needed to mitigate rural teacher shortages.

IDREAM Summer Experience: My Perspective

Darcy Tessman — Wed, 13 May 2026 00:00:00 +0000

No abstract as each file is a reflective essay.

Chronicle of Rural Education

Guest Editorial - CoRE I-DREAM Issue: Summer Internships that Lead to Success

A Novel Learning Experience

Transformational Learning in Compressed Field Experiences:

IDREAM Summer Experience: My Perspective