WHEN NO SCHOOL IS OPEN FOR LEARNING: DOES VIRTUAL TEACHING PRACTICE MEET EFL PRE-SERVICE TEACHERS’ NEED?
(1) Doctoral Degree Program in English Language Teaching, Universitas Negeri Malang / Universitas Muhammadiyah Sidoarjo
(2) Universitas Negeri Malang
(3) Universitas Negeri Malang
(*) Corresponding Author
Abstract
Covid-19 pandemic has transformed teacher education programs to shift their academic activities for pre-service teachers. Accordingly, teaching practice are mostly carried out virtually in order to get access to the school learning. This study aims at exploring pre-service teachers’ experiences in fulfilling their needs in online classroom instruction during Covid-19 emergency remote teaching (ERT). Five pre-service teachers were involved in this study. To collect the data, interview transcripts and teaching artefacts were analyzed qualitatively. The result of this study show three important points. First, to find out raw model, students’ response, school environment and culture, and teaching performance, they were not completely obtained in virtual class. Second, learning process can be carried out effectively if the pre-service teachers and students were supported by sufficient stuffs for doing online. In relation to the platform, there is no single best technology was implemented. Third, pre-service teachers’ digital literacy were important to adapt the school policy and to accommodate the learners’ situation. In a nutshell, this study implies that the attention in assisting pre-service teachers to face emergency remote situation in their field experience is important to be evaluated.
Keywords
Full Text:
PDFReferences
G. Inceçay, “Pre-service teachers’ language learning beliefs and effects of these beliefs on their practice teaching,” in Procedia - Social and Behavioral Sciences, 2011, vol. 15, pp. 128–133.
T. S. C. Farrell, “‘The Teacher Is an Octopus’: Uncovering Preservice English Language Teachers’ Prior Beliefs through Metaphor Analysis,” Reg. Lang. Cent. J., vol. 37, no. 2, pp. 236–248, 2006.
T. S. C. Farrell, “Critical incident analysis through narrative reflective practice: A case study,” 2013.
S. Alqabbani, A. Almuwais, N. Benajiba, and F. Almoayad, “Readiness towards emergency shifting to remote learning during COVID-19 pandemic among university instructors,” E-Learning Digit. Media, p. 204275302098165, Dec. 2020.
A. Cheung, “Language Teaching during a Pandemic: A Case Study of Zoom Use by a Secondary ESL Teacher in Hong Kong,” RELC J., 2021.
K. M. Moser, T. Wei, and D. Brenner, “Remote teaching during COVID-19: Implications from a national survey of language educators,” System, vol. 97, p. 102431, Apr. 2021.
Bhuwandeep and P. Das, “Emerging Trends of Emergency Remote Education in COVID-19: A Thematic Literature Review,” J. Humanit. Soc. Sci. Res., vol. 2, no. (S), pp. 5–10, Oct. 2020.
L. Czerniewicz et al., “A Wake-Up Call: Equity, Inequality and Covid-19 Emergency Remote Teaching and Learning,” Postdigital Science and Education, vol. 2, no. 3. pp. 946–967, 2020.
J. B. Hill, “Pre-Service Teacher Experiences during COVID 19: Exploring the Uncertainties between Clinical Practice and Distance Learning,” J. Pract. Stud. Educ., vol. 2, no. 2, pp. 1–13, Jan. 2021.
J. Saldaña, “The Coding Manual for Qualitative Researchers,” 2021.
F. Megawati, N. Mukminatien, M. Anugerahwati, N. Indrayani, and F. Unsiah, “Critical incidents: Exploring EFL prospective teachers’ teaching experiences,” Eur. J. Educ. Res., vol. 9, no. 3, 2020.
W. Wan, G. D. Low, and M. Li, “From students’ and teachers’ perspectives: Metaphor analysis of beliefs about EFL teachers’ roles,” System, vol. 39, no. 3, pp. 403–415, Sep. 2011.
C. J. Craig, “Metaphors of knowing, doing and being: Capturing experience in teaching and teacher education,” Teach. Teach. Educ., vol. 69, pp. 300–311, Jan. 2018.
C. J. Craig, J. A. You, and S. Oh, “Pedagogy through the pearl metaphor: teaching as a process of ongoing refinement,” J. Curric. Stud., vol. 49, no. 6, pp. 757–781, Nov. 2017.
J. Kim, S. J. Wee, and S. Meacham, “What is missing in our teacher education practices: A collaborative self-study of teacher educators with children during the Covid-19 pandemic,” Stud. Teach. Educ., pp. 1–16, Mar. 2021.
T. Öztürk, K. Karata¸s, and H. Tuncer, “Sustaining language skills development of pre-service EFL teachers despite the COVID-19 Interruption: A case of emergency distance education,” Sustainability, vol. 12, no. 19, p. 8188, 2020.
E. Eliyana and T. Y. Ardiyansah, “Students’ Perspective: Virtual-Based Learning amid the Covid-19 Pandemic by Pre-Service Teachers in Rural Area, Thailand,” Mar. 2021.
J. Kim, “Learning and teaching online during Covid-19: Experiences of student teachers in an early childhood education practicum,” Int. J. Early Child., vol. 52, pp. 145–158, 2020.
Article Metrics
Abstract view : 593 timesPDF - 163 times
Refbacks
- There are currently no refbacks.
Copyright (c) 2021 English Language and Literature International Conference (ELLiC) Proceedings
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
Electronic ISSN: 2579-7263
CD-ROM ISSN: 2579-7549
Published by
FACULTY OF FOREIGN LANGUAGE AND CULTURE
UNIVERSITAS MUHAMMADIYAH SEMARANG
Jl. Kedungmundu Raya No.18 Semarang, Central Java, Indonesia
Phone: +622476740295, email: ellic@unimus.ac.id
