Online Teaching Placement during the COVID-19 Pandemic in Chile: Challenges and Opportunities

Autor/inn/en	Sepulveda-Escobar, Paulina; Morrison, Astrid
Titel	Online Teaching Placement during the COVID-19 Pandemic in Chile: Challenges and Opportunities
Quelle	In: European Journal of Teacher Education, 43 (2020) 4, S.587-607 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Sepulveda-Escobar, Paulina) ORCID (Morrison, Astrid)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0261-9768
DOI	10.1080/02619768.2020.1820981
Schlagwörter	Web Based Instruction; Student Placement; Student Teaching; COVID-19; Pandemics; Foreign Countries; Preservice Teacher Education; Electronic Learning; Language Teachers; English (Second Language); Second Language Instruction; Student Attitudes; Student Teachers; Computer Mediated Communication; Technology Uses in Education; Cooperating Teachers; Synchronous Communication; Chile + Suchen Sie Ihr Suchwort? Web Based Training; Schülerpraktikum; Teaching practice; Unterrichtspraxis; Ausland; Lehramtsstudiengang; Lehrerausbildung; Language teacher; Sprachunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Fremdsprachenunterricht; Schülerverhalten; Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Computerkonferenz; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Co-operation; Cooperation; Teacher; Teachers; Kooperation; Lehrer; Lehrerin; Lehrende
Abstract	The 2019 Coronavirus pandemic has triggered significant changes in education systems worldwide and Initial Teacher Education (ITE) programmes have been particularly affected by the associated challenges. Due to school closures, teaching placements have had to shift from the face-to-face lessons to an entirely virtual model. Twenty-seven Chilean English as a Foreign Language (EFL) teacher candidates participated in this interpretative case study aiming at exploring the challenges and opportunities of this virtual teaching experience. The results indicate that factors such as the lack of direct interaction with learners and the sudden change of setting were among those that most strongly affected the participants' own learning process. Despite the challenges presented, student teachers suggested that this unique experience would contribute positively, at least to a certain extent, to their teacher education and their future careers. Based on the findings of this study, a series of recommendations for ITE programmes are provided. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01