A Delphi Study on the Components of Teaching Practicum for Building an Online Teaching Practicum Platform

PurposeThrough the present study, the authors investigate whether online practicum in teaching, with fellow teacher-candidates acting as students, can be effective and whether the teacher-candidates actually developed skills useful for their future teachings, through this form of practicum, which is necessary when, out of necessity, like in the case of the COVID-19 pandemic, there is no other option for universities.Design/methodology/approachThe method selected was qualitative research through in-depth interviews, since the present research question and the research topic in general have not been examined in the past. The authors gathered 45 teacher-candidates' journals on this experience, and, then, they interviewed them through semi-structured interviews.FindingsThe findings indicated that the teacher-candidates got acquainted with new technologies in education to a great extent. Moreover, they developed skills that will be proven useful for their future teachings, like adaptability, flexibility and handling of students' interaction in online settings.Originality/valueThe present case study consists of a paradigm of international value, since it fills in a gap in literature on an online alternative of practicum in teaching in cases of crisis, like the COVID-19 pandemic. Valuable insights are gained for researchers, practitioners and policymakers and best-practices for online teaching practicum have derived for future use.

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Online practicum and teacher efficacy: correlation, challenges, and lessons arising from Covid-19 pandemic

Revista Amazonia Investiga ◽

10.34069/ai/2021.41.05.2 ◽

2021 ◽

Vol 10 (41) ◽

pp. 19-29

Author(s):

David Wafula Waswa ◽

Suleyman Celik

Keyword(s):

Preservice Teachers ◽

Student Engagement ◽

Classroom Management ◽

Self Efficacy ◽

Online Teaching ◽

Sense Of Self ◽

Teaching Practicum ◽

School Based ◽

Low Levels ◽

Insight Into

This study examined the influence of teaching practicum on preservice teachers’ sense of self-efficacy during the covid-19 pandemic. In particular, the study sort to establish if both online and school-based teaching practicums have the same influence on the preservice teachers self-efficacy. A questionnaire was used to collect data from 40 preservice teachers, 2 of them were also interviewed for further insight into the answers provided. It was found that the preservice teachers’ sense of self-efficacy was at best “average” during the pandemic time, with online-based practicum teachers showing a slightly stronger self-efficacy overall. However, school-based practicum teachers showed higher self-efficacy in classroom management and student engagement. The slight differences in efficacy levels were found not to be statistically significant to cause a difference in opinion between online teaching practicum and school-based teaching practicum. Possible reasons for general low levels of self-efficacy were discussed, and causes for slightly higher efficacy for online-based practicum also suggested.

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A Study on Pre-Service Teachers’ Perceptions and Experiences about Online Teaching Practicum

Teaching Practicum Research ◽

10.35733/tpr.2020.2.2.27 ◽

2020 ◽

Vol 2 (2) ◽

pp. 27-41

Author(s):

Sun Lee

Keyword(s):

Online Teaching ◽

Teaching Practicum ◽

Teachers Perceptions

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The intervention of online teaching practicum to teachers’ sense of self-efficacy

Revista Amazonia Investiga ◽

10.34069/ai/2021.37.01.19 ◽

2021 ◽

Vol 10 (37) ◽

pp. 190-201

Author(s):

Suleyman Celik

Keyword(s):

Student Engagement ◽

Classroom Management ◽

Student Teachers ◽

Instructional Strategies ◽

Mixed Method ◽

Self Efficacy ◽

Online Teaching ◽

Sense Of Self ◽

Structured Interview ◽

Teaching Practicum

The purpose of this explanatory mixed method study was to investigate the effect of Online Based (OB) and Field Based (FB) teaching practicum experience on student teacher (ST)s’ sense of self efficacy levels in instructional strategies, student engagement and classroom management within the Faculty of Education at a private university in Erbil, Iraq. An explanatory mixed method was designed with two treatment groups. Both groups were administrated the Teacher Sense of Self-Efficacy Scale (TSES) theorized by Tschannen-Moran and Hoy (1998) . Since the results of the survey was different from what is being expected, a semi structured interview was held with a ST from each department. Results from the t-test demonstrated that the OB group (OBG) students demonstrated a very high-level sense of self-efficacy in terms of instructional strategies, student engagement and classroom management. However, after the interview it was figured out that the FB group (FBG) students improved their self-efficacy in the authentic school environment. This study demonstrated the importance of continuous, appropriate and authentic challenges in eventually establishing a stable sense of self-efficacy among student teachers.

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STUDENTS' PERSPECTIVES OF ONLINE TEACHING PRACTICUM DURING THE COVID-19 PANDEMIC

10.21125/iceri.2021.2332 ◽

2021 ◽

Author(s):

Tirzah Zubeidah Zachariah Omar ◽

Mohd Nazir Md Zabit ◽

Muhammad Mustafa Izahar ◽

Norhayati Mohd Zain

Keyword(s):

Online Teaching ◽

Teaching Practicum

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Learning to Teach

PIONEER: Journal of Language and Literature ◽

10.36841/pioneer.v13i2.1232 ◽

2021 ◽

Vol 13 (2) ◽

pp. 197

Author(s):

Yuli Yana Hardiyanty ◽

Supiani Supiani ◽

Iwan Perdana

Keyword(s):

Digital Literacy ◽

Online Teaching ◽

Negative Attitude ◽

Structured Interview ◽

Learning To Teach ◽

Learning Goals ◽

Teaching Practicum ◽

Self Confidence ◽

Efl Teachers ◽

Learning Platforms

This study explores pre-service EFL teachers’ experiences in learning to teach English at the teaching practicum program during the COVID-19 Pandemic. The study adopts a qualitative narrative inquiry to capture the pre-service EFL teachers’ events or stories experienced in their learning to teach at schools. Drawing on semi-structured interview data, we found that the majority of the pre-service EFL teachers forced themselves to understand digital literacy and be able to adopt various learning platforms such as Google Classroom, Youtube, Zoom meeting, and Whatsapp in the online teaching at the practicum program during COVID-19 Pandemic. They supposed that those ways were effective enough to deliver learning materials, interact with their students and achieve learning goals. However, during online teaching at the COVID-19 Pandemic, the teaching practicum program did not run well because during the process of online teaching the pre-service EFL experienced various challenges: poor internet connection, lack their participation, and negative attitude. Therefore, the strategies they employed to overcome the teaching challenges were creating a comfortable learning atmosphere by using certain learning platforms, communicating actively with the students’ parents to encourage their online participation, and growing their self-confidence and motivation.

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