Engaging pre-service teachers in virtual field experience during COVID-19: Designing a framework to inform the practice
Document Type
Article
Source of Publication
International Journal of Distance Education Technologies
Publication Date
7-1-2021
Abstract
Due to the COVID-19 pandemic, universities have moved rapidly to transition of various courses and programs from face-to-face to online delivery mode. Involving pre-service teachers in the virtual field experience remained almost impossible. In the United Arab Emirates, however, a small cohort of four pre-service teachers have completed their teaching practicum online for the first time. Therefore, this study aimed to explore the effectiveness of virtual practicum placement and its impact on developing preservice teachers' teaching practices, classroom management skills, and the use of online resources. A qualitative approach was employed for data collection including open-ended interviews, journal entries, and written reflections under guided reflective categories to uncover participants' perceptions about their virtual teaching experience. Findings revealed the significant role of the mentor and suggested a framework for effective virtual field experience.
DOI Link
ISSN
Publisher
IGI Global
Volume
19
Issue
3
Disciplines
Education
Keywords
COVID-19, Field experience, Online teaching, Practicum, Pre-Service teachers, Teacher preparation programs
Scopus ID
Recommended Citation
Hojeij, Zeina and Baroudi, Sandra, "Engaging pre-service teachers in virtual field experience during COVID-19: Designing a framework to inform the practice" (2021). All Works. 4348.
https://zuscholars.zu.ac.ae/works/4348
Indexed in Scopus
yes
Open Access
no
Comments
32