Assessment of Virtual Team Teaching Application Among Pre-Service Teachers in Federal College of Education Abeokuta

Abstract

A detailed study of pre-service teachers at the Federal College of Education in Abeokuta examines their collaborative skills and virtual team teaching issues. The major goal is to determine how virtual team teaching affects pre-service teachers' ability to collaborate and navigate its complexities. The study aims to show how virtual team teaching affects pre-service teachers' problems and collaboration. The underlying hypothesis posits that participants engaged in virtual team teaching will exhibit heightened levels of collaboration and critical thinking skills compared to their counterparts employing conventional teaching methods. To accumulate robust empirical evidence, a meticulous 20-item Likert scale questionnaire was judiciously administered to a representative sample of pre-service teachers at the Federal College of Education Abeokuta. The questionnaire methodically gauged participants' perceptions regarding the influence of virtual team teaching on collaborative skills and the challenges encountered. In the subsequent analytical phase, the data underwent rigorous scrutiny using descriptive statistics, meticulously assessing the levels of agreement with each questionnaire item. This study's discerning discoveries make a substantial scientific contribution, propelling our knowledge of how virtual team teaching molds pre-service teachers' collaboration skills and navigates challenges. Rooted in scientific rigor, these insights bear potential significance for educational institutions and teacher education programs. They furnish a nuanced understanding of the efficacy of virtual team teaching as a transformative pedagogical approach, offering valuable guidance for the optimization of pre-service teachers' skills to meet the evolving demands of the modern educational landscape.