Document Type

Article

Source of Publication

Frontiers in Education

Publication Date

6-1-2023

Abstract

The present study explores the experiences of Emirati female preservice teachers who are completing their internship teaching practice virtually due to the COVID-19 pandemic. This qualitative study focuses on virtual classroom management. Participants were preservice teachers (n = 18) completing their undergraduate degrees in Early Childhood Education at a federal university in the United Arab Emirates (UAE). Data collected from interviews resulted in four themes related to classroom management: challenges, opportunities, performance factors, and suggestions for improvement. The findings revealed that the preservice teachers considered virtual learning an opportunity. However, the main challenge was that the preservice teachers had no prior training in online classroom management and had to create their own strategies. Training on the technology used for virtual learning is important for both teachers and students to achieve satisfactory learning experiences.

ISSN

2504-284X

Publisher

Frontiers Media SA

Volume

8

First Page

1135763

Last Page

1135763

Disciplines

Education

Keywords

classroom management, virtual class, teacher education, COVID-19, pre-service teachers

Creative Commons License

Creative Commons Attribution 4.0 International License
This work is licensed under a Creative Commons Attribution 4.0 International License.

Indexed in Scopus

no

Open Access

yes

Open Access Type

Gold: This publication is openly available in an open access journal/series

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