"How Do You Work Out This Zoom Classroom?": Pre-service English Teachers’ Challenges and Expectations During Transition to Online Teaching Practicum
DOI:
https://doi.org/10.33603/rill.v4i1.4301Keywords:
challenges, expectation, Covid-19 pandemic, online, teaching practicum, pre-service English teachersAbstract
The role of teaching practicum for pre-service teachers in significant and an integral part in many teacher education programs. Against this backdrop, the challenges and expectations from pre-service English teachers during the online teaching practicum, as the result of Covid-19 physical and social distancing, have not been explored well. This qualitative case study research is expected to shed lights on the expectations and challenges faced by pre-service English teachers who conducted their teaching practicum online during the Covid-19 pandemic. Data were generated from individual and focus group interview with nine pre-service English teachers who were all conducting their online teaching practicum period from February-July 2020. Result showed that the challenges pre-service English teachers faced were lack of pedagogical knowledge in how to teach in online class environment and lack of knowledge in online assessment. To solve these problems, pre-service teachers expect a strong support and assistance from both school teachers and university supervisors in terms of improving their knowledge and skills in using appropriate Information Communication Technology in the class.
References
Allen, J. M., & Wright, S. E. (2014). Integrating theory and practice in the pre-service teacher education practicum. Teachers and Teaching, 20(2), 136-151. https://doi.org/10.1080/13540 602.2013.848568
Allsopp, D. H., De Marie, D., Alvarez-McHatton, P., & Doone. E. (2006). Bridging the gap between theory and practice: connecting courses with field experiences. Teacher Education Quarterly 33(1), 19–35
Barton, G. M., Hartwig, K. A., & Cain, M. (2015). International students’ experience of practicum in teacher education: an exploration through internationalisation and professional socialisation. Australian Journal of Teacher Education, 40(8), 149-163. http://dx.doi. org/10.14221/ajte.2015v40n8.9
Boz, Y., Ekiz-Kiran, B., & Kutucu, E. (2019). Effect of practicum courses on pre-service teachers' beliefs towards chemistry teaching: a year-long case study. Chemistry Education Research and Practice, (20)3, 13-26
Bradbury, L., & Koballa, T. (2008). Borders to cross: Identifying sources of tension in mentor–intern relationships. Teaching and Teacher Education 24(8), 2132–2145
Brouwer N. & F. Korthagen. (2005). Can teacher education make a difference? American Educational Research Journal. 42(1), 153–224
Caires, S., Almeida, L., & Vieira, D. (2012). Becoming a teacher: student teachers’ experiences and perceptions about teaching practice. European Journal of Teacher Education. 35(2), 163–178
Celen, K., & Akcan, S. (2017). Evaluation of an ELT practicum programme from the perspectives of supervisors, student teachers and graduates. Journal of Teacher Education and Educators, (6)3, 251-274
Charmaz, K. (2014). Constructing grounded theory: 2nd edition. London: SAGE
Freeman, D. (2002). The hidden side of the work: teacher knowledge and learning to teach. A perspective from north American educational research on teacher education in English language teaching. Language Teaching (35), 1-13 doi:10.1017/S0261444801001720
Goodman, M. J., Sands, A. M., & Coley, R. J. (2015). America’s skills challenge: millennials and the future. Educational Testing Service, Center for Research on Human Capital and Education. Educational Testing Service. Retreived from https://files.eric.ed.gov/fulltext/ED589564.pdf
Harmon, OR., & Lambrinos, J. (2008). Are online exams an invitation to cheat?. Journal of Economic Education (39) 2, 116-125
Hylton, K, Levy, Y.,& Dringus, L.P. (2016). Utilizing webcam-based proctoring to deter misconduct in online exams. Computers & Education(92), 53-63
Howard, S. K., Ma, J., & Yang, J. (2016). Student rules: exploring patterns of students’ computerefficacy and engagement with digital technologies in learning. Computers & Education, 101 (October), 29–42. https://doi.org/10.1016/j.compedu.2016.05.008
Hudson, P. (2010). Mentors report on their own mentoring practices. Australian Journal of Teacher Education 33(5), 1–13
Kementrian Pendidikan dan Kebudayaan Indonesia. (2020). Mendikbud Terbitkan Surat Edaran tentang Pelaksanaan Pendidikan dalam Masa Darurat Covid-19. [The Indonesian Ministry of Education Issues a Decree on the Teaching and Learning Process During the Covid-19 State of Emergency]. Retrieved from https://www.kemdikbud.go.id/main/blog/2020/03/mendikbud-terbitkan-se-tentang-pelaksanaan-pendidikan-dalam-masa-darurat-covid19
Kirbulut, Z. D., Boz,Y., & Kutucu, E.,. (2012). Pre-service chemistry teachers’ expectations and experiences in the school experience course. Australian Journal of Teacher Education 37(2), 40–57
Koksal, D., & Genc, G. (2017). Learning while teaching: student teachers’ reflection on their teaching practicum. Journal of Language and Linguistics Studies (15)3, 895-913
Downloads
Published
Issue
Section
Citation Check
License
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution-ShareAlike 4.0 International License that allows others to share and adapt the work with an acknowledgement of the work’s authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal’s published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
- Upon receiving the proofs, the Author/Editor agrees to promptly check the proofs carefully, correct any errors, and authorize the publication of the corrected proofs.
