Engaging pre-service teachers in virtual field experience during COVID-19: Designing a framework to inform the practice

Zeina Hojeij, Zayed University
Sandra Baroudi, Zayed University

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.

ISSN

1539-3100

Publisher

IGI Global

Volume

19

Issue

3

Comments

32

Disciplines

Education

Keywords

COVID-19, Field experience, Online teaching, Practicum, Pre-Service teachers, Teacher preparation programs

Scopus ID

85109304066

Indexed in Scopus

yes

Open Access

no

Link to Full Text

Share

COinS