职前教师远程在线学习体验:疫情后教师教育的再构想

IF 2.7 3区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Educational Research Pub Date : 2023-06-20 DOI:10.1080/00131881.2023.2223645
Runaaz Ali, Sangeeta Nath
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引用次数: 0

摘要

随着COVID - 19疫情后教学和学习过程的发展,对远程在线学习(ROL)的作用进行新的思考至关重要,这是大流行后背景下更广泛的教育重塑的一部分。本文关注的是教师教育中的ROL。目的:本研究旨在探讨斐济教师教育项目中职前教师对其ROL经历的看法。方法采用交易距离理论进行定性研究设计。使用叙述性调查方法,收集和分析了15名职前教师的数据。通过在线进行的个人访谈,未来的教师分享了他们对大流行期间参与ROL时所经历的互动性质的看法。数据分析的主题,有关教学对话,课程结构和自主性。通过对丰富数据的深入分析,得出了抓住参与者观点的主要主题。教学对话中的突出主题揭示了一些关于文本交流优先于语言学习的担忧,以及强调产品而不是学习过程的看法。在课程结构方面,评估量和教学风格是参与者认为影响学习者内容参与的方面。关于学习者自主性的评论表明,职前教师在遇到困难时寻求积极的一面,同时保持对完成评估和通过课程的关注。通过对职前教师经验的分析,我们可以深入了解ROL如何在教师教育课程的要素中挑战参与者的参与度。报告强调需要向未来的教师提供支持,以减少相互之间的距离,表明有效的课程设计和促进学习者自主的教学对话对于大流行后背景下可持续的教师教育都至关重要。
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Pre-service teachers’ experiences of remote online learning: reimagining teacher education post-pandemic
ABSTRACT Background As teaching and learning processes evolve in the wake of COVID−19, fresh thinking about the role of remote online learning (ROL) is critical as part of a wider reimagining of education in a post-pandemic context. In this paper, attention is focused on ROL within teacher education. Purpose This study sought to explore pre-service teachers’ perceptions of their ROL experiences in a Fijian teacher education programme. Method The qualitative study design was informed by transactional distance theory. Using a narrative inquiry approach, data from 15 pre-service teachers were collected and analysed. Via individual interviews conducted online, the prospective teachers shared their perceptions about the nature of interactions experienced whilst engaged in ROL during the pandemic. Data were analysed thematically, in relation to instructional dialogue, course structure, and autonomy. Findings In-depth analysis of rich data allowed main themes to emerge that captured the participants’ viewpoints. Prominent themes in instructional dialogue revealed some concerns about the precedence of textual communication over verbal in ROL and the perception of emphasis on product over the process of learning. In terms of course structure, volume of assessment and teaching style were among aspects which participants identified as affecting learner-content engagement. Comments about learner autonomy suggested that the pre-service teachers sought positives amidst the difficulties encountered, whilst maintaining a focus on completing the assessments and passing the course. Conclusion The analysis of pre-service teachers’ experiences offers insight into how aspects of ROL may challenge participant engagement within elements of teacher education courses. It highlights the support that needs to be provided to prospective teachers in order to reduce transactional distance, suggesting that effective course design and instructional dialogue to promote learner autonomy are both crucial to sustainable teacher education in the post-pandemic context.
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来源期刊
Educational Research
Educational Research EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
4.00
自引率
2.90%
发文量
0
期刊介绍: Educational Research, the journal of the National Foundation for Educational Research (NFER), was established in 1958. Drawing upon research projects in universities and research centres worldwide, it is the leading international forum for informed thinking on issues of contemporary concern in education. The journal is of interest to academics, researchers and those people concerned with mediating research findings to policy makers and practitioners. Educational Research has a broad scope and contains research studies, reviews of research, discussion pieces, short reports and book reviews in all areas of the education field.
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