Document Type

Article

Source of Publication

Journal of Studies in Education

Publication Date

11-2-2023

Abstract

The global pandemic of COVID-19 has affected teacher training institutions across the globe and many of the pre-service teachers had to complete their field experiences online. The purpose of this article is to explore pre-service teachers’ preparedness to teach online, in the early childhood phase using technology. This paper is guided by two critical questions which focused on pre-service teachers’ experiences of conducting their field experience online and preparedness to teach young children using technology. Social Learning Theory was adopted as the theoretical framework for conducting the present study. The study was conducted using a qualitative case study within an interpretive paradigm. Twenty-five pre-service teachers were purposely selected to complete an open-ended questionnaire. Results revealed that pre-service teachers enjoyed online field experience because of its flexibility. In as much as they feel prepared to teach young children using technology on a face-to-face basis, the pre-service teachers paradoxically seem unprepared to teach online classes.

ISSN

2162-6952

Publisher

Macrothink Institute

Volume

13

Issue

4

Disciplines

Education

Keywords

Field experience, online teaching, Pre-service teachers, Technology

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

Download

Included in

Education Commons

Share

COinS