Home⇛International Journal of Advances in Education, Social Sciences and Innovation⇛vol. 2 no. 1 (2023)

Pre-Service Teachers’ Preparedness and Perspectives on Online Practice Teaching

Anjanette Batulan | Darin Jan Tindowen

Discipline: Education

 

Abstract:

The COVID-19 pandemic brought drastic changes in the education landscape. Schools and universities need to suspend face-to-face learning modality and shifted to flexible learning modalities such as online learning in order to continue delivering quality education among learners. With this, students’ academic formations were catered through online modalities, such as online practice teaching among pre-service teachers. This study was conducted to assess the preparedness of pre-service teachers for online practice teaching of University of Saint Louis. A mixed method of research involving both quantitative and qualitative research methods was used in the study. The respondents of the study were the 42 Third Year Teacher Education students of the School of Education, Arts and Sciences (SEAS) who will have their practice teaching by First Semester of School Year 2021-2022. Results reveal that pre-service teachers are prepared for their online teaching practicum since they are already equipped with the necessary skills and competencies in online teaching, such as technopedagogical competence, creating an effective learning environment, designing the online teaching process, and understanding the learner. In addition, their preparedness in their online practice teaching varies in terms of their familiarization with the university’s learning management system and the different online learning platforms, and even the presence of a conducive learning space for their practicum. Finally, the online practice teaching posed both benefits and also issues and difficulties.



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