Trainee Teachers’ Perceptions of Online Teaching During Field Experience with Young Children

Abstract

The global pandemic of COVID-19 forced trainee teachers from the United Arab Emirates to have virtual field experiences in the field of early childhood education. The various stakeholders, young children, families, preservice teachers, and university faculty hold different perceptions of online teaching formats. The purpose of this study was to examine the perceptions of trainee teachers and faculty supervisors about online field experiences with young children. The study was done using a qualitative case study within an interpretivist paradigm. Twelve internship students and five supervisors were purposively selected to complete open-ended questionnaires about virtual field experiences. Three themes emerged from the data: (1) integrating technology into lesson planning, (2) meeting challenges to classroom management, and (3) expanding the repertoire of teaching strategies. It is concluded that the virtual field experience was a milestone of achievement for trainee teachers, in terms of the preparation it provided to implement the country's plan of integrating technology in the curriculum.

Factors Affecting the Quality of a Remote Teaching Practicum from the Perspective of Preservice Preschool Teachers

“…Similarly, to face-to-face education, managing courses and learning is crucial for teaching effectively in an online environment (Albrahim, 2020). In a recent study conducted with preservice early childhood educators and their university supervisors, the importance of high-quality effective classroom management for successful online teaching and learning in early childhood was underscored by all participants (Mohebi & Meda, 2021). However, the present study indicated that online classroom management was challenging for the participating preservice teachers and acted as a hindering factor for quality during this remote teaching practicum.…”

“…Similarly, Sepulveda-Escobar and Morrison (2020) underlined the important role of the relationships, communication, and care that preservice teachers received from mentor teachers and university supervisors during an online teaching practicum. Thus, collaborative working relationships, communication, and the guidance of other stakeholders should be provided to help preservice teachers learn about distance education and help them gain various pedagogical skills for teaching online (Mohebi & Meda, 2021).…”

“…Because the distance education of young children requires parental involvement (Mohebi & Meda, 2021), the COVID-19 pandemic turned parents into necessary components of education (Lau & Lee, 2020). It has been found in many studies that parents were collaborators in the distance education of their young children during the pandemic (Mohebi & Meda, 2021).…”

The impact of COVID-19 on the delivery of preservice teacher education: a scoping review

“…For example, they might be unable to afford data, digital devices, and electronic power fees. With respect to online participation, the repertoire of teacher-educator strategies must be expanded (Mohebi & Meda, 2021 ) to encourage preservice teachers to participate in online classes (Loose & Ryan, 2020 ; Scull et al, 2020 ). Teacher-educators should creatively build flexible spaces where preservice teachers could share and discuss their learning and teaching online.…”

“…Only a few studies have discussed the dilemma of online education for preservice teacher education in early-childhood education (Kim, 2020 ; Kinkead-Clark, 2021 ; Mohebi & Meda, 2021 ). Most have focused on the issue in relation to elementary and junior secondary levels, where K–12 students show more self-control and are more aware of the need to follow preservice teachers’ online instructions than children in early-childhood education (Cirillo et al, 2020 ; Clark & Newberry, 2019 ; König et al, 2020 ; Miller & Flint-Stipp, 2019 ).…”