Navigating online Practice Teaching (PT) amidst the Covid-19 pandemic
Exploring pre-service teachers’ experiences in Pakistan
Bibliographic Data
| ID | 21494548 |
|---|---|
| Authors | Effat Alvi (0000-0002-5951-5274, University of the Punjab, corresponding author) |
| Year | 2024 |
| Volume | 50 |
| Issue | 3 |
| Pages | 371-389 |
| Publication date | 2024-05-26 |
| Open Access | No |
| Type | ARTICLE |
| Venue | Journal of Education for Teaching International Research and Pedagogy (JOURNAL) |
| Journal identifiers | ISSN: 0260-7476 • E-ISSN: 1360-0540 |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/02607476.2023.2241827 |
| OpenAlex | W4385342436 |
| Language | EN |
| Citations received | 2 |
| References cited | 13 |
The COVID-19 pandemic has forced dramatic shifts in the educational landscape. This study explored pre-service teachers’ experiences during a four-week online practice teaching (PT) program in Pakistan amidst the COVID-19 pandemic. Based on an exploratory qualitative research design, it examined reflections from 24 pre-service teachers that were collected before, during, and after the online PT by posting open-ended questions in Google Classroom. Data were analysed using inductive and comparative analysis strategies. Findings revealed that pre-service teachers’ apprehensions regarding online PT were due to their limiting beliefs, resistance to change, unwillingness to engage, concerns about navigating their teaching presence in a less-authentic situation, and pedagogical and logistical challenges. However, systematic observations, critical reflections, and peer pre-service teachers were crucial to creating cognitive, teaching, social, and technological presence during online PT. Finally, suggestions for reconfiguring the existing models of PT for future educational practice are presented
Exploratory research · Limiting · Mathematics education · Online Teaching · Pandemic · Pedagogy · Qualitative research · Social science · Sociology · Educational Innovations and Technology · Engineering · Medicine · Online and Blended Learning · Psychology · Technology-Enhanced Education Studies
How we think.
Critical Inquiry in a Text-Based Environment
Assessing Teaching Presence in a Computer Conferencing Context
Covid-19 pandemic and online learning
Enhancing cognitive presence in teachers’ professional learning communities via reflective practice
Communities of inquiry in curriculum approach to online learning
| Citations per year | 2 |
|---|---|
| Citation span | 2025 - 2025 (1) |
| Highly cited | No |