Original article | International Journal of Research in Teacher Education 2023, Vol. 14(1) 24-37
pp. 24 - 37 | DOI: https://doi.org/10.29329/ijrte.2023.523.2 | Manu. Number: MANU-2207-28-0002
Published online: March 28, 2023 | Number of Views: 17 | Number of Download: 48
Teaching practice is an essential component of teacher training programmes. It enables student-teachers (both pre-service and in-service teachers) to apply theoretical knowledge in education into real practices in authentic contexts. In particular, novices view practicum as a unique opportunity to experience classroom teaching and learning. Mentors assigned by schools and university supervisors play an important role in facilitating student-teachers’ teaching and learning during practicum. This study investigates two student-teachers’ practicum experience at a time when the spread of the COVID-19 pandemic was influencing school operation. The changed mode of practicum was studied and post-practicum interviews conducted to gather information regarding the experience and supervision of the school practicum and the challenges faced during the pandemic. Transcripts of the semi-structured interviews were analysed and triangulated, using these documents and video-recorded lessons. The findings of the study reveal importance of individualised teaching practice components comprising means of observation and communication between student-teachers and supervisors during the pandemic.
Keywords: Practicum, online learning, teacher training, education during pandemic
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