Literaturnachweis - Detailanzeige
Autor/inn/en | Ormeño, Verónica; Rosas, Minerva |
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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 |
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 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 |