"And My Screen Wouldn't Share" : Student-Teachers' Perceptions of ICT in Online Teaching Practice and Online Teaching
The result's identifiers
Result code in IS VaVaI
<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F00216224%3A14210%2F21%3A00122363" target="_blank" >RIV/00216224:14210/21:00122363 - isvavai.cz</a>
Result on the web
<a href="https://revistas.udea.edu.co/index.php/ikala/article/view/345437/20806205" target="_blank" >https://revistas.udea.edu.co/index.php/ikala/article/view/345437/20806205</a>
DOI - Digital Object Identifier
<a href="http://dx.doi.org/10.17533/udea.ikala/v26n3a03" target="_blank" >10.17533/udea.ikala/v26n3a03</a>
Alternative languages
Result language
angličtina
Original language name
"And My Screen Wouldn't Share" : Student-Teachers' Perceptions of ICT in Online Teaching Practice and Online Teaching
Original language description
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.
Czech name
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Czech description
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Classification
Type
J<sub>SC</sub> - Article in a specialist periodical, which is included in the SCOPUS database
CEP classification
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OECD FORD branch
50301 - Education, general; including training, pedagogy, didactics [and education systems]
Result continuities
Project
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Continuities
S - Specificky vyzkum na vysokych skolach
Others
Publication year
2021
Confidentiality
S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů
Data specific for result type
Name of the periodical
Íkala, Revista de Lenguaje y Cultura
ISSN
0123-3432
e-ISSN
2145-566X
Volume of the periodical
26
Issue of the periodical within the volume
3
Country of publishing house
CO - COLOMBIA
Number of pages
17
Pages from-to
513-529
UT code for WoS article
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EID of the result in the Scopus database
2-s2.0-85115412872