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| Main Authors: | , |
|---|---|
| Format: | Recurso digital |
| Language: | English |
| Published: |
Zenodo
2023
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| Subjects: | |
| Online Access: | https://doi.org/10.5281/zenodo.18490085 |
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Table of Contents:
- <p>The present study was conducted to analyze the attitude of the B.Ed. trainee teachers in West Bengal with respect to online teaching-learning practices in the event of the 2nd and 3rd waves of the Covid-19 pandemic situation. A self-made five-point attitude scale was developed, standardized and administered on 369 randomly selected B.Ed. trainee teachers of 2020-2022 & 2021-2023 academic sessions for measuring their attitude under four categorical variables viz. gender (male & female), institutions (Government, Government aided & self-financed), residential zones (urban, rural and semi-urban), and streams (Science & Social Science). A significant difference has been observed between male and female trainee teachers with respect to their attitude toward online teaching-learning practices. Male trainee teachers show more positive attitudes (Mean = 84.22) than females (Mean = 81.63). This may be due to the fact that they received more easy access to digital instruments and remained less busy in their household activities than their female counterpart. The present study failed to establish any significant difference between the trainee teachers with respect to their academic discipline or stream and residential zone. This may be due to the fact that attitude is an intrinsic feature of an individual and is not influenced by academic discipline and residential zone. On the other hand, the present treatise reveals that attitude toward online teaching-learning practices significantly differs among the nature of institutions (Government, Government aided & Self-financed). This may be due to the fact that trainee teachers from different institutions are not always receiving equal opportunities to use the digital platform. Moreover, the present study established a significant interaction effect between institutions and residential zones on trainee teachers’ attitudes towards online teaching-learning practices. Finally, it was observed that the trainee teachers were not very much interested in online teaching-learning process; rather they wanted to use this avenue as a secondary pathway during the pandemic situation.</p>