The sudden switch to online teaching enforced by the covid-19 pandemic has impacted teacher education at universities, particularly micro-teachings and teaching practice, as technology has become an inherent part of these processes. The growing body of literature on online teaching and teacher education during lockdown conditions mainly addresses challenges in teacher education and educator perceptions. However, very few studies deal with the perceptions of student- teachers. To fill this gap, a group of teacher educators conducted a research study with 63 students enrolled in a master’s Degree in Teaching efl for Secondary Schools offered at Masaryk University, Czechia. To carry it out, qualitative coding procedures were employed on a dataset of 120 lesson reflections written by students completing their teaching practice via online courses which were ordinarily conducted in person. The purpose was to find out how student-teachers perceived technology use when teaching online. The main findings show that, despite constant comparison between the face-to-face and online classrooms and an initial reliance on the success of technology to determine a lesson’s success, the majority of student-teachers normalized technology as a platform for teaching, using technology-specific language for teaching strategies and classroom events. These findings suggest that online teaching and learning should be seen as an integral part of teacher education.

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The sudden switch to online teaching enforced by the covid-19 pandemic has impacted teacher education at universities, particularly micro-teachings and teaching practice, as technology has become an inherent part of these processes. The growing body of literature on online teaching and teacher education during lockdown conditions mainly addresses challenges in teacher education and educator perceptions. However, very few studies deal with the perceptions of student- teachers. To fill this gap, a group of teacher educators conducted a research study with 63 students enrolled in a master’s Degree in Teaching efl for Secondary Schools offered at Masaryk University, Czechia. To carry it out, qualitative coding procedures were employed on a dataset of 120 lesson reflections written by students completing their teaching practice via online courses which were ordinarily conducted in person. The purpose was to find out how student-teachers perceived technology use when teaching online. The main findings show that, despite constant comparison between the face-to-face and online classrooms and an initial reliance on the success of technology to determine a lesson’s success, the majority of student-teachers normalized technology as a platform for teaching, using technology-specific language for teaching strategies and classroom events. These findings suggest that online teaching and learning should be seen as an integral part of teacher education.

Předkládaná studie popisuje kvalitativní výzkum, jehož cílem bylo získat vhled do zkušeností a názorů čtyř českých neslyšících či těžce sluchově postižených vysokoškolských studentů či absolventů s učením se anglickému jazyku. V rámci mezinárodního projektu byly se dvěma ženami a dvěma muži provedeny rozhovory, které poskytují osobní pohled na potřeby, problémy a preferované výukové a učební strategie studentů se ztrátou sluchu. Na základě deskriptivně-interpretační analýzy dat provedené dle principů kvalitativního výzkumu byla identifikována čtyři hlavní témata: Zkušenosti s učením, Motivace, Jazyková modalita výuky a Učební strategie a autonomie. Výsledky výzkumu ukazují na význam zkušeností s výukou a učením se získaných na základní a střední škole a potřebnost učitelů, kteří důvěřují schopnostem neslyšících studentů a dokáží používat český znakový jazyk. Zjištěn mohou být přínosná pro učitele jazyků a jejich odbornou přípravu stejně jako pro tvůrce vzdělávací politiky a jsou přenositelná pro podobné kontexty.

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