“And My Screen Wouldn’t Share...”: EFL Student-Teachers' Perceptions of ICT in Online Teaching Practice and Online Teaching
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| Format: | Artículo científico |
| Sprache: | en |
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Universidad de Antioquia
2021
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| _version_ | 1876431549643096064 |
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| author | Nicola Fořtová |
| author_facet | Nicola Fořtová |
| contents | “And My Screen Wouldn’t Share...”: EFL Student-Teachers' Perceptions of ICT in Online Teaching Practice and Online Teaching Nicola Fořtová Jitka Sedláčková František Tůma Lengua y Literatura 19 EFL ICT COVID perceptions 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. 2021 artículo científico 0123-3432 https://www.redalyc.org/articulo.oa?id=255070675003 https://www.redalyc.org/journal/2550/255070675003/ https://www.redalyc.org/journal/2550/255070675003/html/ https://www.redalyc.org/journal/2550/255070675003/255070675003.epub https://www.redalyc.org/journal/2550/255070675003/movil 10.17533/udea.ikala/v26n3a03 en http://www.redalyc.org/revista.oa?id=2550 Íkala, revista de lenguaje y cultura application/pdf Universidad de Antioquia Íkala, revista de lenguaje y cultura (Colombia) Num.3 Vol.26 |
| format | Artículo científico |
| id | redalyc_255070675003 |
| institution | Redalyc |
| language | en |
| publishDate | 2021 |
| publisher | Universidad de Antioquia |
| spellingShingle | “And My Screen Wouldn’t Share...”: EFL Student-Teachers' Perceptions of ICT in Online Teaching Practice and Online Teaching Nicola Fořtová Lengua y Literatura 19 EFL ICT COVID perceptions “And My Screen Wouldn’t Share...”: EFL Student-Teachers' Perceptions of ICT in Online Teaching Practice and Online Teaching Nicola Fořtová Jitka Sedláčková František Tůma Lengua y Literatura 19 EFL ICT COVID perceptions 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. 2021 artículo científico 0123-3432 https://www.redalyc.org/articulo.oa?id=255070675003 https://www.redalyc.org/journal/2550/255070675003/ https://www.redalyc.org/journal/2550/255070675003/html/ https://www.redalyc.org/journal/2550/255070675003/255070675003.epub https://www.redalyc.org/journal/2550/255070675003/movil 10.17533/udea.ikala/v26n3a03 en http://www.redalyc.org/revista.oa?id=2550 Íkala, revista de lenguaje y cultura application/pdf Universidad de Antioquia Íkala, revista de lenguaje y cultura (Colombia) Num.3 Vol.26 |
| title | “And My Screen Wouldn’t Share...”: EFL Student-Teachers' Perceptions of ICT in Online Teaching Practice and Online Teaching |
| topic | Lengua y Literatura 19 EFL ICT COVID perceptions |
| url | https://www.redalyc.org/articulo.oa?id=255070675003 https://www.redalyc.org/journal/2550/255070675003/ https://www.redalyc.org/journal/2550/255070675003/html/ https://www.redalyc.org/journal/2550/255070675003/255070675003.epub https://www.redalyc.org/journal/2550/255070675003/movil |