Pre-service Elementary Teachers’ Reactions and the Perceived Effects of an Online Overseas Teaching Practicum
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This study investigated Korean pre-service elementary teachers’ reactions, the perceived effects, and the challenges of an overseas teaching practicum that took place entirely online. The 39 pre-service elementary teachers participated in a short-term overseas teaching practicum which took place entirely online. Data came from various sources including the participants’ classroom observation reports, post-lesson reflection papers, and final reflection papers. Using the constant comparative method, the study’s findings showed the participants’ changes in their attitudes from skepticism and uncertainty to satisfaction and appreciation toward the effectiveness of an online overseas practicum. The findings also indicated that the online overseas practicum provided a space for the participants to broaden their teaching perspectives, practice teaching online effectively, feel connected with the American children, and practice classroom English. The challenges experienced by the participants during the online overseas practicum were fatigue from participating in different time zones, feeling frustrated because of not being able to have face-to-face interactions with the American children, and technical problems. These findings suggest the feasibility of incorporating online courses into offline overseas practicums or implementing such practicums entirely online for various reasons, such as cost-effectiveness and time-saving benefits for the participants.
Abstract
This study investigated Korean pre-service elementary teachers’ reactions, the perceived effects, and the challenges of an overseas teaching practicum that took place entirely online. The 39 pre-service elementary teachers participated in a short-term overseas teaching practicum which took place entirely online. Data came from various sources including the participants’ classroom observation reports, post-lesson reflection papers, and final reflection papers. Using the constant comparative method, the study’s findings showed the participants’ changes in their attitudes from skepticism and uncertainty to satisfaction and appreciation toward the effectiveness of an online overseas practicum. The findings also indicated that the online overseas practicum provided a space for the participants to broaden their teaching perspectives, practice teaching online effectively, feel connected with the American children, and practice classroom English. The challenges experienced by the participants during the online overseas practicum were fatigue from participating in different time zones, feeling frustrated because of not being able to have face-to-face interactions with the American children, and technical problems. These findings suggest the feasibility of incorporating online courses into offline overseas practicums or implementing such practicums entirely online for various reasons, such as cost-effectiveness and time-saving benefits for the participants.
참고문헌 (24)
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