Approximating and innovating field experiences of ESOL preservice teachers: The effects of COVID‐19 and school closures

Cho, Seonhee; Clark‐Gareca, Beth

doi:10.1002/tesj.548

Cited by 6 publications

(5 citation statements)

References 10 publications

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“…An English teacher inThailand, Kawinkoonlasate (2020) insists that technology is incredibly important: "EdTech is not some small oft overlooked business sector, it is a thriving sector of the economy and it should surprise nobody that EdTech provides a multitude of online and offline resources capable of improving the educational paradigm" (p. 24) Shahzad and his team of university professors from linguistics, business, and engineering professors seeking to promote e-learning in Pakistan (2020) assert, "E-teaching and learning are trending in the world" (p. 8). It is the perceived importance of distance learning that allows some to endure the lack of funding or computers (Wen & Tan, 2020) or find work-arounds for pre-service teachers whose access to the classroom has been cut off by the pandemic (Cho & Clark-Gareca, 2020).…”

Section: Resultsmentioning

confidence: 99%

“…Six of the twenty articles mentioned difficulties in getting on the internet because it was down, the teacher or student didn't know how to log on, or the teacher or student did not have a device to connect to the internet (Talidong, 2020) For example, Mahyoob's (2021) Saudi students struggled with using the LMS. Malaysian teachers lacked resources (Cho & Clark-Gareca, 2020) as did American immigrants (Sayer & Braun, 2020).…”

Section: Connectivity and Accessmentioning

confidence: 99%

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Innovation on Education and Social Sciences

Maureen¹,

Imah²,

Savira³

et al. 2022

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Concrete structure is a compulsory course in Civil Engineering. The problem that occurs is that students do not understand the basics of structural analysis. A media that connects fundamental structural analysis with concrete structures have not yet been developed. The purpose of this research is to develop interactive IT-based learning media in this subject. This research is development research. The data collection was conducted with testing and questionnaires that were then analyzed by using quantitative descriptive techniques. The results of this study are as follows:(1) the results of student responses get an average score of 45.1 and are in the very good category;(2) the student learning outcomes test has an average value of 74.84; (3) the concrete structure of learning media that needs to be improved is the appearance of the color composition to make it more attractive. CONCLUSIONS ConclusionsBased on the results of research and discussion, it can be concluded as follows.-The results of student responses to the concrete structure learning media got a total score of 1489, with an average of 45.1, which falls in the very good category. -Student learning outcomes test after the application of concrete structure learning media had an average score of 74.84, a minimum score of 60, and a maximum value of 90. -In terms of feasibility, the concrete structure learning media is feasible to use, and what needs to be improved is the appearance of the color composition to make it more attractive. SuggestionsBased on the conclusions above, several things can be suggested, as follows:-Students like learning with interesting media, so they feel happy in learning, for that each subject needs to be have interesting media and make it easier for students to learn. -The institution should provide training in making media, to improve the quality of learning media for each lecturer. -Students should make good use of the advances in technology and media that have been provided with positive things, such as accessing learning materials on the web, e-learning, journals, and e-books, and so on. -Future research should be conducted with more in-depth research on concrete structure learning media in other ranges of material and with a more attractive appearance. REFERENCES

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Section: Resultsmentioning

confidence: 99%

Section: Connectivity and Accessmentioning

confidence: 99%

Innovation on Education and Social Sciences

Maureen¹,

Imah²,

Savira³

et al. 2022

View full text Add to dashboard Cite

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“…The COVID-19 pandemic may be the trigger to place technology at the center of instruction for both preservice and in-service teachers. While envisioning the importance of technology use for ELT, it must be acknowledged that utilizing adequate digital and technological resources and materials can be a major challenge for teachers, as previously revealed by Cho and Clark-Gareca (2020).…”

Section: Discussionmentioning

confidence: 99%

Preservice Teachers’ Envisioning of ELT in the Post-Pandemic Era: An Exploratory Study of Korean EFL Teachers

Park¹,

Yi²

2022

TESL-EJ

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Teachers’ accountability has arisen to swiftly respond to changes in teaching and learning in the time of COVID-19. Many researchers and educators have responded to the inquiry for envisioning teacher education during the pandemic; however, there is a dearth of research on preservice teachers’ envisioning of English language teaching (ELT). Drawing upon the sociocultural perspectives of teachers and teaching, therefore, this qualitative study provided a glimpse of EFL preservice teachers’ envisioning of ELT through their perceptions, experiences, and reflections regarding the post-COVID-19 pandemic era. Thirty-five EFL preservice teachers in South Korea participated in this study. Data included interviews, observations, fieldnotes, and argumentative essays written by the participants. Qualitative thematic analysis was used to analyze the data. The study revealed three major findings. First, the participants perceived and envisioned ELT with emphasis on human interactions, task-based teaching, individualization, and technology use. Second, the participants indicated that teachers should play a major role to ensure effective language teaching. Third, the participants stated that preservice teachers need to be well-prepared in teacher education for the post-COVID-19 era. These findings suggest that teacher education should consider the needs and prospects of preservice teachers in the uncertain circumstances of the post-pandemic era.

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“…Research by Grossman et al (2009) and Cho and Clark-Gareca (2020) advocates for specific skill development techniques for preservice teachers, such as making video recordings of their micro-teaching, providing the opportunity for them to engage in a reflective and critical analysis of their teaching performance. This strategy is supported by Cho and Clark-Gareca (2020) and Ruppert and Pisano (2020), who claim that the value of such reflective strategies stimulates necessary professional learning opportunities. Moyo (2020) asserts that preservice teachers cannot graduate without gaining practical experience in a classroom.…”

Section: The Covid-19 Intersection: Adaptation or Realization?mentioning

confidence: 99%

Preservice Teachers’ Pedagogical Mobility: A Case Study about Classroom Preparedness and Flexibility in a Disrupted Professional Placement Context

Plessis

Chung

2022

IJHE

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The COVID-19 pandemic has shifted the contextual matters of education at all levels, for example, geographic location, community engagement in education and socioeconomic factors, to mention some contextual matters. Awareness of these matters stimulates critical reflections on the depth of preservice teachers’ pedagogical content and pedagogical knowledge. This paper examines preservice teachers’ pedagogical mobility in periods that rely on disruptive innovation. Preservice teachers’ placement settings changed rapidly because of COVID-19 regulations which impacted face-to-face and online teaching and learning environments. This investigation focused on professional learning under the ambit of teacher education, which up to now has been focused on face-to-face teaching pedagogies. The rapidly changing context has made the classroom the pedagogical anchor of education theory and practice. Using a reflective case study approach, we investigated (a) preservice teachers’ pedagogical challenges, (b) the meaning of pedagogical flexibility and innovative pedagogical mobility, and (c) the application of teacher performance and teaching standards in a teaching and learning environment affected by COVID-19. The critical self-reflective narratives offer insight into lived experiences and multiple contextual challenges that raise questions about well-prepared preservice teachers.

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Approximating and innovating field experiences of ESOL preservice teachers: The effects of COVID‐19 and school closures

Cited by 6 publications

References 10 publications

Innovation on Education and Social Sciences

Innovation on Education and Social Sciences

Preservice Teachers’ Envisioning of ELT in the Post-Pandemic Era: An Exploratory Study of Korean EFL Teachers

Preservice Teachers’ Pedagogical Mobility: A Case Study about Classroom Preparedness and Flexibility in a Disrupted Professional Placement Context

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