Perceived Readiness for Online Teaching of Pre-service Teachers during the COVID-19 Pandemic

Abstract

The present study sheds light on the readiness for online teaching of pre-service teachers at the time of the pandemic by (a) assessing the perceived level of readiness for online teaching of pre-service teachers; (b) evaluating the extent of the quality of the student services that support pre-service teachers’ readiness for online teaching; (c) identifying the key factors relating to the success of pre-service teachers’ readiness for online teaching; (d) categorizing the risk attitudes of pre-service teachers. The finding revealed a completely ready indication of pre-service teachers’ readiness for online teaching, yet there were a few problems that need to be addressed, especially pertaining to the equitable network coverage and facilities, implying the need to provide ample support and innovations to assist both teachers and learners in achieving meaningful online learning.Student services of the University that support pre-service teachers’ readiness for online teaching were found very good or effective. The students are more likely to succeed when they feel connected to a supportiveOffice of Student Affairs (OSAs) of the University, especially during this difficult time of the pandemic. The success of pre-service teachers’ readiness for online teaching is directly and strongly related to the constant and effective communication of their cooperating teachers and their peers. Pre-service teachers in this study were generally risk-taking. They put themselves in the position of potentially losing something just to achieve their goal.Although the perceived level of readiness is inferred as completely ready, it is further recommended that the College of Education should conduct online or on-site training workshops to equip pre-service teachers with the requisite skills on ICT concepts and their application to improve their skills in using technology for online teaching. Risk-taking should be encouraged and developed in the classroom and may incorporate risk-taking activities into the curriculum to create a culture where students feel safe.