From Virtual to Physical: Insights into Student English Language Teachers’ Perceptions of Preparedness for Face-to-Face Placement PracticeTeaching

Result code in IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F00216275%3A25210%2F23%3A39921159" target="_blank" >RIV/00216275:25210/23:39921159 - isvavai.cz</a>

Result on the web

<a href="https://ojs.cuni.cz/pedagogika/article/view/3110" target="_blank" >https://ojs.cuni.cz/pedagogika/article/view/3110</a>

DOI - Digital Object Identifier

<a href="http://dx.doi.org/10.14712/23362189.2023.3110" target="_blank" >10.14712/23362189.2023.3110</a>

Result language

angličtina

Original language name

From Virtual to Physical: Insights into Student English Language Teachers’ Perceptions of Preparedness for Face-to-Face Placement PracticeTeaching

Original language description

Since the beginning of the third decade of the 21st century, teachers of all levels of education have been experiencing turbulent times. Beginner teachers as well as experienced ones have been forced to rethink their skillset to reflect the changes not only in opportunities provided by the development of technology and the globalisation but also the sudden, unexpected fallout of the global pandemic. The governmental decision to close all educational institutions in the Czech Republic due to the Covid-19 pandemic and to move the teaching and learning process into an online environment had an impact on the university initial teacher education for future teachers of English, among others. Everyone had to cope with the challenges the situation brought about, educators had to re-evaluate their approach to initial teacher education so that their students would feel better prepared for the challenges of the crisis. Teacher educators, among others, have embraced the changing environment and have actively been searching for ways to best support students in their preparation for the teaching profession.The aim of this paper is to present and discuss the results of research conducted at the faculty in response to the pandemic fallout. The aim of the small-scale study was to explore student teachers’ perceptions of whether and how their microteaching sessions, conducted online due to pandemic restrictions, prepared them for their face-to-face placement practice teaching the following semester. The context, therefore, was heavily influenced by the circumstances of the global pandemic. The theoretical framework of the initial English language teacher education programme, and of this paper, is based on the models of the teacher professionalism (Spilková, 2019), the reflective practitioner (Černá, Píšová &amp; Vlčková, 2017), and the realistic approach (Korthagen et al., 2001).In the study, the data from reflection sessions, two focus group discussions and a questionnaire were collected, analysed and evaluated. The participants of the study were second-year bachelor students of the English for Education programme. The results of the research indicate that the students did not see the aims and content of the selected study programme as impacted by changes of external conditions, however, the processes of their professional learning were perceived as affected. These outcomes are in alignment with Yochanna and Levy (2022) research into the effective implementation of microteaching practice in teacher preparation.The implications of this study, both in terms of education and research, suggest that the initial teacher education for future teachers of English need to address the challenge of enabling the students to get ready for their profession regardless of whether they are teaching online or face-to-face classes. The initial teacher education should aim to prepare the future teachers to expect the unexpected, which is the theme to be explored in further research.

Czech name

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Czech description

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Type

J_ost - Miscellaneous article in a specialist periodical

CEP classification

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OECD FORD branch

50301 - Education, general; including training, pedagogy, didactics [and education systems]

Project

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Continuities

I - Institucionalni podpora na dlouhodoby koncepcni rozvoj vyzkumne organizace

Publication year

2023

Confidentiality

S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů

Name of the periodical

Pedagogika : časopis pro vědy o vzdělávání a výchově

ISSN

0031-3815

e-ISSN

2336-2189

Volume of the periodical

73

Issue of the periodical within the volume

4

Country of publishing house

CZ - CZECH REPUBLIC

Number of pages

36

Pages from-to

419-454

UT code for WoS article

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EID of the result in the Scopus database

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