Abstract
Global health and political crisis lead to the development of educational practices. This study examined pre-service teachers’ beliefs concerning online learning and their future teaching in online environments. Seven hundred sixty four participants responded to online questionnaires at three points in time during the Covid-19 period. It was found that the average level of beliefs in readiness for future online learning and teaching is moderate. Whereas, the level of beliefs in online teaching is consistently high compared to beliefs in online learning. Three of the four components of the Dynamic Change of Personality Traits Theory (DCPT) showed higher levels of Pre Service Teacher (PST) beliefs in future online teaching than beliefs in their ability to learn online. Findings of this study propose that radical changes in learning environments impact the formation of beliefs. As beliefs contribute to the construction of motivation they must be acknowledge as essential for future teaching environments.
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