scholarly journals Pre-service English teachers’ perceptions of their online teaching practice during pandemic times

2021 ◽  
Vol 9 (SPE1) ◽  
Author(s):  
Paola Julie Aguilar-Cruz ◽  
Deicy Lorena Medina
Keyword(s):  
Online Teaching ◽  
Teaching Practice ◽  
Narrative Research ◽  
English Teachers ◽  
Research Approach ◽  
Materials Development ◽  
Teachers Perceptions ◽  
Lack Of Commitment ◽  
Low Motivation

This paper investigates pre-service English teachers’ perceptions on their online teaching practice during pandemic times, focusing on issues related to technology, materials development and gamification. Accordingly, a qualitative narrative research approach was implemented to deeply inquiry pre-service English teachers through interviews and artifacts. It is concluded that even though pre-service English teachers had to face different concerns related to their online teaching practice, such as students’ lack of commitment, low motivation and connectivity issues because of the pandemic, still they were capable of understanding and reflecting upon their role as teachers and used technology and gamified activities to overcome their concerns.

scholarly journals Teachers’ Perception on Students’ Learning Style and Their Teaching

2019 ◽  
Vol 7 (1) ◽  
pp. 11-19
Author(s):  
Agustrianita Agustrianita ◽  
Didi Suherdi ◽  
Pupung Purnawarman
Keyword(s):  
Learning Styles ◽  
Learning Style ◽  
Teaching Methods ◽  
Quantitative Research ◽  
Teaching Style ◽  
Group Discussion ◽  
English Teachers ◽  
Research Approach ◽  
Teachers Perceptions ◽  
Teaching Learning

Lack of teachers’ understanding in students’ learning styles and their teaching could cause unfacilitated teaching methods for example through the use of traditional lecturing methods. This issue brings the importance of this research objective to investigate teachers’ perceptions about learning style, their teaching, and the applied methods in the classroom. This study uses a quantitative research approach that is the analysis of learning style types for different students at different grade levels. To find out the perceptions of English teachers in this study, information was collected through 20 closed questions with data analysis to find out how the learning style influenced the teaching learning process of 28 English teachers. The findings of this study suggest that teachers’ understand about students’ different learning styles, so they adopt their students’ learning styles to their teaching. The last, teachers agree to use group discussion rather than lecturing methods by integrating ICT. In conclusion, teachers’ perception on students’ learning styles can increase their awareness to design teaching methods that differentiate students’ learning styles. Abstrak Kelangkaan pemahaman guru mengenai gaya belajar siswa dan bagaimana cara mengajarnya yang tepat dapat disebabkan oleh metode mengajar yang tidak bersifat fasilitatif, misalnya masih berupa perkuliahan tradisional. Oleh karena itu, penting untuk meneliti persepsi guru mengenai gaya belajar, cara mengajarnya, dan implementasinya di kelas. Penelitian ini menggunakan pendekatan kuantitatif yang fokus pada beragam gaya belajar siswa pada kelas-kelas yang berbeda. Infomasi diperoleh dengan memberikan 20 pertanyaan tertutup untuk mencari tahu bagaimana gaya belajar memengaruhi proses pembelajaran di kelas Bahasa Inggris (28 guru). Penelitian ini menemukan bahwa guru memahami keragaman gaya belajar siswa, sehingga mereka mengadopsi gaya belajar siswa dalam pengajaran mereka. Guru juga sepakat menggunakan kelompok diskusi ketimbang perkuliahan tradisional dengan mengintegrasikan Teknologi Informasi dan Komunikasi (TIK). Dapat disimpulkan bahwa persepsi guru terhadap gaya belajar siswa meningkatkan kepedulian mereka dalam mengembangkan metode mengajar yang beragam sesuai keragaman belajar siswa. Keywords: Students’ learning style, teaching style

scholarly journals Pre-Service Teachers' Perceptions on the Role of English Teachers

2020 ◽  
Vol 12 (2) ◽  
pp. 58-75
Author(s):  
Angélica María Carvajal ◽  
Yolanda Duarte Medina
Keyword(s):  
Teaching Practice ◽  
Private University ◽  
English Teachers ◽  
Small Scale ◽  
Language Program ◽  
Written Narratives ◽  
Teachers Perceptions ◽  
Affective Filter ◽  
English Classroom

This small-scale research project was carried out with 15 pre-service teachers enrolled in a B.A. English as a Foreign Language program at a private university with a distance learning modality. The goal of this study was to enable pre-service teachers to express what they thought their role as English teachers should be. The researchers chose narrative inquiry as a way to hear the students’ voices and take them into account in order to promote positive changes in their teaching practice. Different data collection instruments were implemented, such as oral narratives from an unstructured interview, written narratives from tutors’ reflections in a journal, and a questionnaire to characterize the participants. The findings showed that the pre- service teachers characterized the role of the English teacher as being committed and engaged in the learning process. They also displayed an empathetic attitude toward teaching in the English classroom. Additionally, they highlighted innovativeness and open-mindedness as crucial traits for creating a positive environment in the classroom and activating the affective filter.

scholarly journals Online Teaching During Covid-19: How to Maintain Students Motivated in an EFL Class

2020 ◽  
Vol 6 (2) ◽  
pp. 157-171
Author(s):  
Sol Smith Fuentes Hernández ◽  
Anderson Naren Silva Flórez
Keyword(s):  
Learning Process ◽  
Online Teaching ◽  
English Teachers ◽  
Research Approach ◽  
Access To Information ◽  
Challenges And Opportunities ◽  
E Learning ◽  
Geographical Position

This study aims to know the e-learning modality that stimulates students' learning process according to twenty-two English teachers in Santander, Colombia, and the correlation between learners' motivation and the challenges and opportunities in an online EFL class. To carry out this study, a mixed research approach was applied. To gather such information, a questionnaire was sent to the participants via email. Once data was scrutinized, it was found that this group of English teachers view synchronous encounters and access to information regardless of the geographical position as elements that can positively impact the students' motivation levels. Furthermore, this sample stated their role is significant, especially when mediating online lessons.

scholarly journals "And My Screen Wouldn't Share": Student-Teachers' Perceptions of ICT in Online Teaching Practice and Online Teaching

2021 ◽  
Vol 26 (3) ◽  
pp. 513-529
Author(s):  
Nicola Fořtová ◽  
Jitka Sedláčková ◽  
František Tůma
Keyword(s):  
Teacher Education ◽  
Student Teachers ◽  
Technology Use ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Teacher Educators ◽  
Teaching Practice ◽  
Online Courses ◽  
Teachers Perceptions ◽  
The Face

The sudden switch to online teaching enforced by the covid-19 pandemic has impacted teacher education at universities, particularly micro-teachings and teaching practice, as technology has become an inherent part of these processes. The growing body of literature on online teaching and teacher education during lockdown conditions mainly addresses challenges in teacher education and educator perceptions. However, very few studies deal with the perceptions of student- teachers. To fill this gap, a group of teacher educators conducted a research study with 63 students enrolled in a master’s Degree in Teaching efl for Secondary Schools offered at Masaryk University, Czechia. To carry it out, qualitative coding procedures were employed on a dataset of 120 lesson reflections written by students completing their teaching practice via online courses which were ordinarily conducted in person. The purpose was to find out how student-teachers perceived technology use when teaching online. The main findings show that, despite constant comparison between the face-to-face and online classrooms and an initial reliance on the success of technology to determine a lesson’s success, the majority of student-teachers normalized technology as a platform for teaching, using technology-specific language for teaching strategies and classroom events. These findings suggest that online teaching and learning should be seen as an integral part of teacher education.

scholarly journals English Teachers’ Perception toward the Switch from Offline to Online Teaching during lockdown in the Midst of Covid-19 Outbreak

2021 ◽  
Vol 3 (2) ◽  
pp. 250-260
Author(s):  
Muhammad Nashir ◽  
Roudlotun Nurul Laili
Keyword(s):  
Online Learning ◽  
Online Teaching ◽  
English Teachers ◽  
Research Approach ◽  
Additional Time ◽  
Face To Face ◽  
The Subject ◽  
Face To Face Learning ◽  
Interesting Learning

Education is one of the sectors that is badly influenced by covid-19 pandemic where the learning process is carried out from home. This sudden pandemic requires teachers to switch from face-to-face learning into learning domain with technological network. The objective of this study was to describe English teachers’ perception toward the switch from offline to online teaching during lockdown in the midst of covid19 outbreak. The subject of study was 50 English teachers of Senior High School in Banyuwangi. The research method was case study with qualitative research approach. The data needed collected by distributing Google form questionnaire and interview. The result of study indicated that English teachers’ perception about online teaching have not been performed properly, they stated that only for about 35% students who were active and really serious in carrying out online learning and collecting the assignments given on time because of lacking flexibility and access from teachers in controlling students’ learning activities. 68% teachers felt that their workload was heavier if compared to face-to-face learning because they need additional time to operate appropriate online learning media and package interesting learning in order to be able to increase students’ motivation and desire in English lesson.

scholarly journals Teaching Practice during the Pandemic Outbreak: Perceptions of Pre-Service English Teachers

2021 ◽  
Vol 1 (1) ◽  
pp. 40-56
Author(s):  
Eka Fajar Rahmani
Keyword(s):  
Online Teaching ◽  
Teaching Practice ◽  
English Education ◽  
Delivery Mode ◽  
Education Department ◽  
Online Delivery ◽  
Teachers Perceptions ◽  
School Activities ◽  
Practice Experience ◽  
Practice Implementation

ABSTRACTCurrent studies report that a teaching practice program is important for pre-service teachers of English in providing real teaching experiences at school. However, since the Covid-19 outbreak, all school activities are transferred to online delivery mode, which led to teaching practice implementation to be conducted online. This transference must cause pre-service teachers to have different teaching practice experiences. Therefore, the study aims to discover pre-service teachers' perceptions regarding their teaching practice experience during the pandemic. This research was conducted to 114 seventh-semester students of the English Education Department of FKIP Pontianak. The methodology was a mixed-method where the quantitative procedure was first done, followed by the qualitative procedure. The data were gathered through questionnaires and interviews. The results indicated that the online teaching practice program brought various experiences resulting in “satisfying” and “unsatisfying” perceptions. In detail, more than 50% of participants agreed that despite the challenging situations they faced during the practice, they found the online teaching practice program beneficial, especially in providing broad teaching insights and experience. Hence, despite limitations to its ways of implementation, teaching practice program tends to shape positive teaching mindset and attitudes for pre-service teachers. ABSTRAKStudi saat ini melaporkan bahwa program praktik mengajar penting bagi calon guru Bahasa Inggris dalam memberikan pengalaman mengajar yang nyata di sekolah. Namun, sejak merebaknya wabah Covid-19, seluruh kegiatan sekolah dialihkan secara online, sehingga pelaksanaan praktik mengajar dilakukan secara online. Pemindahan ini harus menyebabkan para calon guru memiliki pengalaman praktik mengajar yang berbeda. Oleh karena itu, penelitian ini bertujuan untuk mengetahui persepsi calon guru tentang pengalaman praktik mengajar mereka selama pandemi. Penelitian ini dilakukan terhadap 114 mahasiswa semester tujuh pada Jurusan Pendidikan Bahasa Inggris FKIP Pontianak. Metodolog yang digunakan adalah metode penelitian campuran di mana prosedur kuantitatif dilakukan pertama kali, diikuti oleh prosedur kualitatif. Pengumpulan data dilakukan melalui kuesioner dan wawancara. Hasil penelitian menunjukkan bahwa program praktik mengajar online memberi berbagai pengalaman yang menghasilkan persepsi “memuaskan” atau “tidak memuaskan”. Secara rinci, lebih dari 50% peserta setuju bahwa meskipun menghadapi situasi menantang selama praktik, mereka menemukan program praktik mengajar online bermanfaat, terutama dalam memberikan wawasan dan pengalaman mengajar yang luas. Oleh karena itu, dapat disimpulkan bahwa terlepas dari cara pelaksanaannya, program praktik mengajar selalu membentuk pola pikir dan sikap mengajar yang positif kepada guru prajabatan.

scholarly journals Indonesian English Teachers’ Perceptions on Using Online Teaching Platforms

2022 ◽  
Vol 1 (1) ◽  
pp. 100-105
Author(s):  
Johari Nur ◽  
Rizky Gushendra
Keyword(s):  
Teacher Perceptions ◽  
Online Teaching ◽  
English Teachers ◽  
Learning Processes ◽  
Ease Of Use ◽  
Quantitative Approach ◽  
English Teacher ◽  
Teachers Perceptions ◽  
The Subject ◽  
Teaching Learning

Due to Covid-19 Pandemic, all teachers in Indonesia are required to teach students remotely using appropriate online teaching platforms. There various teaching platforms to be utilized such as Whatsapp, Edmodo, Google Classroom, Ruang-Guru, Kahoot, Google Meet, Zoom Cloud, etc. These platforms enable the teachers to simply interacting with the students in teaching-learning processes. The objective of this research is to explore the Indonesian English teacher’ perceptions on using online teaching platforms. This research uses a quantitative approach. The subject of this research is 40 English teachers of Senior High Schools in Kampar, Riau. Questionnaires are used as a technique of collecting data. Results prove that most of the English teachers have positive perceptions on the usefulness, ease of use, and accessibility aspects of online teaching platforms.

scholarly journals "And My Screen Wouldn't Share": Student-Teachers' Perceptions of ICT in Online Teaching Practice and Online Teaching

2021 ◽  
Vol 26 (3) ◽  
pp. 513-529
Author(s):  
Nicola Fořtová ◽  
Jitka Sedláčková ◽  
František Tůma
Keyword(s):  
Teacher Education ◽  
Student Teachers ◽  
Technology Use ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Teacher Educators ◽  
Teaching Practice ◽  
Online Courses ◽  
Teachers Perceptions ◽  
The Face

The sudden switch to online teaching enforced by the covid-19 pandemic has impacted teacher education at universities, particularly micro-teachings and teaching practice, as technology has become an inherent part of these processes. The growing body of literature on online teaching and teacher education during lockdown conditions mainly addresses challenges in teacher education and educator perceptions. However, very few studies deal with the perceptions of student- teachers. To fill this gap, a group of teacher educators conducted a research study with 63 students enrolled in a master’s Degree in Teaching efl for Secondary Schools offered at Masaryk University, Czechia. To carry it out, qualitative coding procedures were employed on a dataset of 120 lesson reflections written by students completing their teaching practice via online courses which were ordinarily conducted in person. The purpose was to find out how student-teachers perceived technology use when teaching online. The main findings show that, despite constant comparison between the face-to-face and online classrooms and an initial reliance on the success of technology to determine a lesson’s success, the majority of student-teachers normalized technology as a platform for teaching, using technology-specific language for teaching strategies and classroom events. These findings suggest that online teaching and learning should be seen as an integral part of teacher education.

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