Abstract
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.
Highlights
Field experience or students’ teaching practice plays an important role in teacher preparation programs (Clarke, Triggs, & Nielsen, 2014)
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
This study resulted in three findings; (1) English student teachers' experiences in learning to teach English at the program of teaching practicum amidst COVID-19 outbreak; (2) pre-service EFL teachers' challenges faced in learning to teach English at the program of teaching practicum during COVID-19 Pandemic; and (3) their strategies to overcome the main challenges in learning to teach English in the teaching practicum programs during the COVID-19 Pandemic
Summary
Field experience or students’ teaching practice plays an important role in teacher preparation programs (Clarke, Triggs, & Nielsen, 2014). The teaching practicum program provides real experience for preservice teachers about actual events in the school environment, like problems that may occur when they become real teachers and interact with schools’ staff. One of the most influential components of teacher education is teaching practice because teaching practicum describes life in the real school environment (Becker, Waldis, & Staub, 2019). It develops understanding and relationships between students and co-workers. Many pre-service teachers find it challenging to teach at the teacher education program It is because pre-service teachers may lack confidence in overcoming challenges in the school environment, such as teaching problems in the class and relationships with co-workers
Sign-in/Register to view highlights & summary Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
