"How Do You Work Out This Zoom Classroom?": Pre-service English Teachers’ Challenges and Expectations During Transition to Online Teaching Practicum

Gin Gin Gustine

Abstract


The role of teaching practicum for pre-service teachers in significant and an integral part in many teacher education programs. Against this backdrop, the challenges and expectations from pre-service English teachers during the online teaching practicum, as the result of Covid-19 physical and social distancing, have not been explored well. This qualitative case study research is expected to shed lights on the expectations and challenges faced by pre-service English teachers who conducted their teaching practicum online during the Covid-19 pandemic. Data were generated from individual and focus group interview with nine pre-service English teachers who were all conducting their online teaching practicum period from February-July 2020. Result showed that the challenges pre-service English teachers faced were lack of pedagogical knowledge in how to teach in online class environment and lack of knowledge in online assessment. To solve these problems, pre-service teachers expect a strong support and assistance from both school teachers and university supervisors in terms of improving their knowledge and skills in using appropriate Information Communication Technology in the class.

 


Keywords


challenges, expectation, Covid-19 pandemic, online, teaching practicum, pre-service English teachers

Full Text:

PDF

References


Allen, J. M., & Wright, S. E. (2014). Integrating theory and practice in the pre-service teacher education practicum. Teachers and Teaching, 20(2), 136-151. https://doi.org/10.1080/13540 602.2013.848568

Allsopp, D. H., De Marie, D., Alvarez-McHatton, P., & Doone. E. (2006). Bridging the gap between theory and practice: connecting courses with field experiences. Teacher Education Quarterly 33(1), 19–35

Barton, G. M., Hartwig, K. A., & Cain, M. (2015). International students’ experience of practicum in teacher education: an exploration through internationalisation and professional socialisation. Australian Journal of Teacher Education, 40(8), 149-163. http://dx.doi. org/10.14221/ajte.2015v40n8.9

Boz, Y., Ekiz-Kiran, B., & Kutucu, E. (2019). Effect of practicum courses on pre-service teachers' beliefs towards chemistry teaching: a year-long case study. Chemistry Education Research and Practice, (20)3, 13-26

Bradbury, L., & Koballa, T. (2008). Borders to cross: Identifying sources of tension in mentor–intern relationships. Teaching and Teacher Education 24(8), 2132–2145

Brouwer N. & F. Korthagen. (2005). Can teacher education make a difference? American Educational Research Journal. 42(1), 153–224

Caires, S., Almeida, L., & Vieira, D. (2012). Becoming a teacher: student teachers’ experiences and perceptions about teaching practice. European Journal of Teacher Education. 35(2), 163–178

Celen, K., & Akcan, S. (2017). Evaluation of an ELT practicum programme from the perspectives of supervisors, student teachers and graduates. Journal of Teacher Education and Educators, (6)3, 251-274

Charmaz, K. (2014). Constructing grounded theory: 2nd edition. London: SAGE

Freeman, D. (2002). The hidden side of the work: teacher knowledge and learning to teach. A perspective from north American educational research on teacher education in English language teaching. Language Teaching (35), 1-13 doi:10.1017/S0261444801001720

Goodman, M. J., Sands, A. M., & Coley, R. J. (2015). America’s skills challenge: millennials and the future. Educational Testing Service, Center for Research on Human Capital and Education. Educational Testing Service. Retreived from https://files.eric.ed.gov/fulltext/ED589564.pdf

Harmon, OR., & Lambrinos, J. (2008). Are online exams an invitation to cheat?. Journal of Economic Education (39) 2, 116-125

Hylton, K, Levy, Y.,& Dringus, L.P. (2016). Utilizing webcam-based proctoring to deter misconduct in online exams. Computers & Education(92), 53-63

Howard, S. K., Ma, J., & Yang, J. (2016). Student rules: exploring patterns of students’ computerefficacy and engagement with digital technologies in learning. Computers & Education, 101 (October), 29–42. https://doi.org/10.1016/j.compedu.2016.05.008

Hudson, P. (2010). Mentors report on their own mentoring practices. Australian Journal of Teacher Education 33(5), 1–13

Kementrian Pendidikan dan Kebudayaan Indonesia. (2020). Mendikbud Terbitkan Surat Edaran tentang Pelaksanaan Pendidikan dalam Masa Darurat Covid-19. [The Indonesian Ministry of Education Issues a Decree on the Teaching and Learning Process During the Covid-19 State of Emergency]. Retrieved from https://www.kemdikbud.go.id/main/blog/2020/03/mendikbud-terbitkan-se-tentang-pelaksanaan-pendidikan-dalam-masa-darurat-covid19

Kirbulut, Z. D., Boz,Y., & Kutucu, E.,. (2012). Pre-service chemistry teachers’ expectations and experiences in the school experience course. Australian Journal of Teacher Education 37(2), 40–57

Koksal, D., & Genc, G. (2017). Learning while teaching: student teachers’ reflection on their teaching practicum. Journal of Language and Linguistics Studies (15)3, 895-913




DOI: http://dx.doi.org/10.33603/rill.v4i1.4301

Refbacks

  • There are currently no refbacks.


Copyright (c) 2021 Gin Gin Gustine

Creative Commons License
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.

RILL is a journal of first and second (foreign) language learning and teaching such as Javanese, Sundanese, Bahasa Indonesia, English, Arabic, Malay, etc. with p-ISSN 2614-5960 and e-ISSN 2615-4137

execute(); ?>