ERIC Number: EJ1363470
Record Type: Journal
Publication Date: 2023-Feb
Pages: 11
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1082-3301
EISSN: EISSN-1573-1707
Available Date: N/A
Preservice Teachers' Online Teaching Experiences during COVID-19
Early Childhood Education Journal, v51 n2 p371-381 Feb 2023
This study aimed to investigate the online teaching experiences of preservice teachers during the pandemic. Due to COVID-19, preservice teachers were required to work with children and families remotely to gain practicum experiences. Three preservice teachers' work (family reflection papers, lesson reflection papers, video recordings of teaching, eBooks, and teaching movies) from two courses were analyzed using constant comparative analysis. The study findings indicated that preservice teachers struggled with maintaining children's active engagement and identifying appropriate time to scaffold children's learning since they could not observe the learning process of the children. However, they were able to overcome the challenges by employing different strategies (modeling, child-centered approach, and patience), with these attempts reflecting their pedagogical resilience.
Descriptors: Preservice Teachers, Online Courses, Practicums, COVID-19, Pandemics, Comparative Analysis, Video Technology, Distance Education, Teaching Experience, Student Attitudes, Learner Engagement, Active Learning, Grounded Theory, Learning Processes, Barriers, Teaching Methods, Resilience (Psychology)
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Publication Type: Journal Articles; Reports - Research; Tests/Questionnaires
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A
Author Affiliations: N/A