Preparing student teachers for real classrooms through virtual vicarious experiences of critical incidents during remote practicum: A meaningful-experiential learning perspective

Korucu-Kis, Saadet

doi:10.1007/s10639-021-10555-7

Cited by 23 publications

(11 citation statements)

References 43 publications

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“…Hence, it is essential that school support in providing mentoring is essential. This was asserted by Korucu-Kış (2021), in terms of the complexity of authentic dilemmas which prompted practicum students to frequently negotiate meaning with their peers and instructors with the awareness that only having that constant exchange of ideas enabled them to have multiple perspectives and helped them develop shared understanding and a sense of learning community and thus assisted them in gaining pedagogical knowledge. Previous researches have also indicated that to fill the gap of pre-service teachers' existing technological knowledge in teaching and their intention in teaching, having a positive attitude combined with effort are essential (Afrianto, 2017;Top et or new teachers to collaborate with positive attitude and comrades through experiences in interaction (Obonyo, 2019;Tuncay & Kizilaslan, 2022).…”

Section: Discussionmentioning

confidence: 99%

Factors Influencing Pre-Service Teachers' Self-Confidence in Teaching During the Covid-19 Pandemic

Hoon

Shukor

Anthonysamy

2023

Malaysian Journal of Learning and Instruction

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Purpose – Pre-service teachers, who are practising teachers are exposed to numerous technical skills at university. Studies on theuse of technology on pre-service teachers’ self-confidence are still in their infancy, despite the abundance of studies addressing pre-service teachers’ intention to utilise technology in online learning. Therefore, this study seeks to investigate pre-service teachers’ use of technology and their confidence in handling online classes effectively. Methodology – A survey was conducted on 93 teachers at two randomly selected universities in Malaysia during the early stages of the COVID-19 pandemic (March-May 2020) through online data collection. A five-point Likert scale-adapted questionnaire on preservice teachers’ perceptions of technology use, effort, and confidence was administered to the respondents. The questionnaire was validated by three experts and data were analysed empirically using structural equation modelling-partial least-squares analysis. Findings – According to the study’s findings, pre-service teachers held that technology was a great tool for online instruction and thatpeer contact helped them broaden their understanding about teaching. Despite this, there was no significant correlation between the use of technology and pre-service teachers’ self-confidence. Nevertheless, the effort factor was found to mediate between pre-service teachers’ confidence and technology. Significance – The results of this study provide important findings; that pre-service teachers could train their minds to put forth specific effort, such as increasing their interpersonal experience to support and enhance their online teaching. This in turn could help pre-service teachers in preparing to embark on technology-related activities to enable them to work with students more frequently and to support and enhance online education.

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Section: Discussionmentioning

confidence: 99%

Factors Influencing Pre-Service Teachers' Self-Confidence in Teaching During the Covid-19 Pandemic

Hoon

Shukor

Anthonysamy

2023

Malaysian Journal of Learning and Instruction

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“…Majority of students were found to have lack of motivation during online sessions due to many reasons, such as no face interaction and eye contact with trainer, and sometimes, there are voice issues, and due to having no mutual discussion section, lectures become non-understandable. 3,4 These also leads to loss of concentration and interest of students for attending online classes.…”

Section: Discussionmentioning

confidence: 99%

Challenges faced in teaching learning process by the students and teachers during the pandemic: A cross-sectional study

Kasulkar¹,

Gupta

Awasthi³

2022

PJMS

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The COVID pandemic has caused drastic changes in education systems in the world. The government enforced the restriction of all the educational institutions all over the country and also throughout the world. Due to shut down of institutions, the mode of learning shifted from on-site, in person learning to online, virtual mode. Thanks to the advancement of the technology and sciences, we were able to connect students to their professional world virtually. The study intends to acknowledge the student’s mentality while attending online classroom and also highlighting the challenges faced due to the online education. The study was based on descriptive cross-sectional study and conducted through consented online survey where forms were distributed via social media. A total of 320 participants consented for the survey and willingly participated for it. The survey showed that though the online mode of study was helpful in keeping up with the education, barriers can lead to obstruction for the fluidity of education. We should come up with more innovative ideas to connect students and professors with minimal barriers between them.

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“…Thus, for the continuous development and transformation of novice PSTs to become more advanced and competent PSTs, it is imperative to include the following in PSTs programs: conferences, research, and coaching to enhance new skills; training in the use of technology; and courses to advance content knowledge [44]. However, due to the lockdown of the university during the pandemic, the preparation of PSTs had to shift from face-to-face to virtual learning environments, where it has been especially challenging to meet the standards of the curricula [45].…”

Section: Teachers' Production In Thailandmentioning

confidence: 99%

Improving Professional Skills of Pre-Service Teachers Using Online Training: Applying Work-Integrated Learning Approaches through a Quasi-Experimental Study

Bamrungsin

Khampirat

2022

Sustainability

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Preparing preservice teachers for professional engagement is important for teacher education and has received much attention over the past decades. Therefore, finding effective training and coaching to improve the professional skills of preservice teachers (PSTs) is of great importance. This study developed a proactive online training program (POTP) based on a model of work-integrated learning (WIL) activities and teacher education. The objective was to evaluate the effectiveness of the POTP in improving PSTs’ professional skills. The participants consisted of 83 PSTs in an education program from two universities in Thailand. This study comprises three phases: phase I, the development of the POTP; phase II, a quasi-experimental study with a pretest-posttest design; and phase III, a focus group discussion. The findings demonstrated that PSTs in the group in which the POTP was implemented exhibited increased professional skill development compared to the PSTs in the control group, i.e., without the POTP. Analysis from the focus group confirmed that participants gained knowledge and satisfying online tools, and they were found to have better skills. They also revealed that the POTP not only improved professional skills but also enhanced the inspiration and confidence of the PSTs and supported their life and career goals and preparation. Therefore, educators, practitioners, and policymakers involved in pedagogical content knowledge development in teacher education programs can apply the POTP and assessment models proposed in this work to develop essential soft skills for PSTs and to better prepare them for their careers as teachers in the 21st-century digital era.

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Preparing student teachers for real classrooms through virtual vicarious experiences of critical incidents during remote practicum: A meaningful-experiential learning perspective

Cited by 23 publications

References 43 publications

Factors Influencing Pre-Service Teachers' Self-Confidence in Teaching During the Covid-19 Pandemic

Factors Influencing Pre-Service Teachers' Self-Confidence in Teaching During the Covid-19 Pandemic

Challenges faced in teaching learning process by the students and teachers during the pandemic: A cross-sectional study

Improving Professional Skills of Pre-Service Teachers Using Online Training: Applying Work-Integrated Learning Approaches through a Quasi-Experimental Study

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