Evaluating Preservice Teachers’ Performance in a Blended Field Experience Course During the Quarantine of COVID-19
Source of Publication
Journal of Educators Online
This paper aims to evaluate the preservice teachers’ teaching performance in a blended field experience during the quarantine of COVID-19. An exploratory sequential mixed method approach was adopted using Strength, Weaknesses, Opportunities, and Threats (SWOT) analysis as a qualitative tool and quantitative data collected using a teacher evaluation rubric that merged the INTASC standards in the Danielson domains. The results show that using SWOT analysis positively impacts teachers’ performance: they understand how to use the external environment (seizing opportunities and avoiding threats) to control the internal environment (enhancing strengths and removing weaknesses).
Grand Canyon University
blended learning, feedback, field experience, mentoring, preservice teachers, SWOT analysis, teaching performance
Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial-No Derivative Works 4.0 International License.
Mohebi, Laila and Elsayary, Areej, "Evaluating Preservice Teachers’ Performance in a Blended Field Experience Course During the Quarantine of COVID-19" (2022). All Works. 5434.
Indexed in Scopus
Open Access Type
Gold: This publication is openly available in an open access journal/series