Virtual Internships in Blended Environments to Prepare Preservice Teachers for the Professional Teaching Context

Autor/inn/en	Theelen, H.; Willems, M. C.; van den Beemt, A.; Conijn, R.; den Brok, P.
Titel	Virtual Internships in Blended Environments to Prepare Preservice Teachers for the Professional Teaching Context
Quelle	In: British Journal of Educational Technology, 51 (2020) 1, S.194-210 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Theelen, H.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0007-1013
DOI	10.1111/bjet.12760
Schlagwörter	Computer Simulation; Preservice Teacher Education; Preservice Teachers; Internship Programs; Anxiety; Blended Learning; Teaching Methods; Masters Programs; Graduate Students; Pretests Posttests; Student Attitudes; Usability; Learning Processes; Video Technology; Cooperative Learning; Authentic Learning; Outcomes of Education + Suchen Sie Ihr Suchwort? Computergrafik; Computersimulation; Lehramtsstudiengang; Lehrerausbildung; Berufspraktische Ausbildung; Angst; Teaching method; Lehrmethode; Unterrichtsmethode; Magister course; Magisterstudiengang; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Schülerverhalten; Learning process; Lernprozess; Kooperatives Lernen; Lernleistung; Schulerfolg
Abstract	This study investigated to what extent virtual internships in teacher education were able to reduce Preservice Teachers' (PSTs) professional anxiety. Simultaneously, this study investigated how virtual internships in blended learning environments were evaluated by PSTs in terms of technological, social and educational affordances. PSTs followed virtual internships during two different Educational Pedagogy Master's courses (27 and 16 participants) in a teacher education programme. A mixed methods design was employed, consisting of pre- and post-test questionnaires, a focus group interview and individual interviews. A significant decrease was found in PSTs' professional anxiety after having followed Virtual Internship 2. PSTs reported they obtained a more realistic image of teaching and felt better prepared for teaching in practice. Furthermore, regarding technological affordances, system usability was considered between acceptable and good. Concerning social affordances, PSTs appreciated collaboration within the virtual internships. As an educational affordance, it appeared that learning from videos with authentic classroom events is a good preparation for the professional teaching context. According to the PSTs, the scenarios within virtual internships could be improved in terms of authenticity and personalisation by offering more details and background information. The results of this study imply that virtual internships can be useful assets for teacher education. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01