Literaturnachweis - Detailanzeige
| Autor/inn/en | Hojeij, Zeina; Baroudi, Sandra |
|---|---|
| Titel | Engaging Pre-Service Teachers in Virtual Field Experience during COVID-19: Designing a Framework to Inform the Practice |
| Quelle | In: International Journal of Distance Education Technologies, 19 (2021) 3, S.14-32, Artikel 2 (19 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Zusatzinformation | ORCID (Hojeij, Zeina) ORCID (Baroudi, Sandra) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1539-3100 |
| Schlagwörter | Foreign Countries; Preservice Teachers; Preservice Teacher Education; Field Experience Programs; Web Based Instruction; Online Courses; Practicums; Mentors; COVID-19; Pandemics; Technology Integration; Early Childhood Education; Classroom Techniques; United Arab Emirates |
| 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. (As Provided). |
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| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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