Asynchronous Pre-Service Teaching Practicum and Work-Integrated Learning amid COVID-19 Pandemic
Asynchronous Pre-Service Teaching Practicum and Work-Integrated Learning amid COVID-19 Pandemic
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COVID-19 大流行期间的异步职前教学实习和工作整合学习
DOI：
10.23918/ijsses.v9i1p190
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发表时间：
2022
期刊：
影响因子：
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通讯作者：
P. Merisi
中科院分区：
文献类型：
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作者：
P. Merisi
在南非，与世界各地的情况一样，学校因当前的 COVID-19 大流行而关闭，但学习是开放的。因此，为了避免学术日历受到干扰（这可能导致教学实习的推迟或取消），高等教育机构，特别是那些运行教师教育项目（TEP）的高等教育机构，已经接受了在线进行教学实习（TP）的想法。因此，职前教师通常会到学校进行毕业培训以获得工作经验，因此被迫不仅在线而且异步地进行教学实习。出现了以下问题：以教师和学习者之间缺乏参与为特征的异步职前教学实习与工作整合学习（WIL）的原则之间是否存在任何联系？这对教师教育项目开发人员有何影响？作者试图调查南非 TEP 采用的异步 TP 模式对职前教师为未来教学实践做好充分准备的影响。作者还调查了这种教学模式对实现 WIL 目标的贡献，特别是为职前教师提供真实的课堂教学体验。在解释主义范式的基础上，采用了定性研究方法，将叙事探究作为研究设计。此外，还采用了有目的的抽样。数据是通过反思性叙述文章和文献证据收集的。主要调查结果表明，异步教学模式与WIL之间存在不匹配。研究结果还表明，异步教学实践模式对 TEP 是有益的，因为它有助于保持学习的开放性；但是，它并没有提供真实的课堂教学和学习体验所需的经验和认真参与。
In South Africa – as is also the case worldwide – schools are closed due to the current COVID-19 pandemic but learning is open. Hence, in a bid to avoid disruption to the academic calendar – which may result in postponing or cancelling teaching practicums – institutions of higher learning, particularly those running teacher education programmes (TEPs), have embraced the idea of conducting teaching practice (TP) online. Pre-service teachers – who usually visit schools for their TP in order to gain work experience – have, therefore, been forced to conduct their teaching practicums not only online but asynchronously. The following questions arose: Is there any link between the asynchronous pre-service teaching practicum, characterised by lack of engagement between the teacher and the learner, and the tenets of work-integrated learning (WIL)? And what is the implication for teacher education programme developers? The authors sought to investigate the impact of the asynchronous model of TP adopted in South African TEPs on adequately preparing pre-service teachers for future teaching practice. The authors also investigated the contribution of this teaching model to the realisation of WIL objectives – particularly preparing pre-service teachers for authentic classroom teaching experiences. Underpinned by the interpretivist paradigm, a qualitative research approach, narrative inquiry as research design, was followed. Moreover, purposive sampling was employed. The data were collected by means of reflective narrative essays and documentary evidence. The main findings revealed that there is a mismatch between the asynchronous teaching model and WIL. The findings also showed that the asynchronous model of teaching practicum was beneficial to TEPs, as it helped to keep learning open;however, it did not provide the required experience and serious engagements for authentic classroom teaching and learning experiences.