Evaluating Preservice Teachers' Performance in a Blended Field Experience Course during the Quarantine of COVID-19

Autor/inn/en	Mohebi, Laila; ElSayary, Areej
Titel	Evaluating Preservice Teachers' Performance in a Blended Field Experience Course during the Quarantine of COVID-19
Quelle	In: Journal of Educators Online, 19 (2022) 3, (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Preservice Teachers; Teacher Effectiveness; Blended Learning; Field Experience Programs; COVID-19; Pandemics; Teacher Evaluation; Mentors; Instructional Development; Classroom Techniques; Teaching Methods; Teacher Responsibility; Scoring Rubrics; Foreign Countries; United Arab Emirates + Suchen Sie Ihr Suchwort? Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Praxisnahes Lernen; Teacher appraisal; Lehrerbeurteilung; Teaching improvement; Unterrichtsentwicklung; Klassenführung; Teaching method; Lehrmethode; Unterrichtsmethode; Lehrverpflichtung; Scoring formulas; Auswertungsbogen; Ausland; Vereinigte Arabische Emirate
Abstract	This paper aims to evaluate the preservice teachers' teaching performance in a blended field experience during the quarantine of COVID-19. An exploratory sequential mixed method approach was adopted using Strength, Weaknesses, Opportunities, and Threats (SWOT) analysis as a qualitative tool and quantitative data collected using a teacher evaluation rubric that merged the INTASC standards in the Danielson domains. The results show that using SWOT analysis positively impacts teachers' performance: they understand how to use the external environment (seizing opportunities and avoiding threats) to control the internal environment (enhancing strengths and removing weaknesses). (As Provided).
Anmerkungen	Journal of Educators Online. Grand Canyon University, 23300 West Camelback Road, Phoenix, AZ 85017. e-mail: CIRT@gcu.edu. Web site: https://www.thejeo.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01