Teaching Practicums during the Pandemic in an Initial English Teacher Education Program: The Preservice Teachers' Perspective

Autor/inn/en	Ormeño, Verónica; Rosas, Minerva
Titel	Teaching Practicums during the Pandemic in an Initial English Teacher Education Program: The Preservice Teachers' Perspective
Quelle	In: PROFILE: Issues in Teachers' Professional Development, 25 (2023) 2, S.49-64 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Ormeño, Verónica) ORCID (Rosas, Minerva)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1657-0790
Schlagwörter	Practicums; COVID-19; Pandemics; Preservice Teacher Education; English (Second Language); Language Teachers; Foreign Countries; Distance Education; Web Based Instruction; Student Teachers; Student Teacher Attitudes; Cooperating Teachers; Student Teacher Supervisors; Chile + Suchen Sie Ihr Suchwort? Practicum; Praktikum; Praktika; Lehramtsstudiengang; Lehrerausbildung; English as second language; English; Second Language; Englisch als Zweitsprache; Language teacher; Sprachunterricht; Ausland; Distance study; Distance learning; Fernunterricht; Web Based Training; Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Co-operation; Cooperation; Teacher; Teachers; Kooperation; Lehrer; Lehrerin; Lehrende
Abstract	In an initial English teacher education program at a Chilean institution, early and professional practicums were re-invented during the COVID-19 pandemic to ensure the continuity of this process. This study analyzed the context and conditions under which these practicums unfolded and how the process influenced participants' pedagogical and professional knowledge development. Forty-two preservice English language teachers undergoing early and professional practicums online throughout 2020-2021 answered an online questionnaire which was analyzed through descriptive statistics and content analysis. Findings revealed preservice teachers' problems, strengths, weaknesses, and challenges while interacting with pupils, cooperating teachers, and supervisors, as well as the development of some pedagogical and professional knowledge. The findings may serve to make adaptations to increasingly challenging teaching contexts. (As Provided).
Anmerkungen	Universidad Nacional de Colombia. Carrera 30 No. 45-03 Ciudad Universitaria, Bogotá, Colombia. Tel: +571-3165000 Ext.16780; Fax: +571-3165000 Ext.16780 or 16773; e-mail: rprofile_fchbog@unal.edu.co; Web site: https://revistas.unal.edu.co/index.php/profile/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01