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Pre-Service Teachers’ Impressions and Experiences of Virtual Practicum Teaching in the United Arab Emirates

Authors

  • Laila Mohebi
  • Dawood Ahmad

DOI:

https://doi.org/10.5296/jse.v14i2.21732

Abstract

The COVID-19 global pandemic forced some teacher training institutions to implement unprecedented pedagogical strategies, which include conducting virtual practicum teaching. It was a challenge for pre-service teachers as they did not have experience in online teaching and learning, let alone conducting virtual field experiences. The objectives of the study were to explore pre-service teachers' initial pedagogic impressions and experiences of their first week of virtual practicum teaching in kindergarten classrooms with children aged 4-5 years old, which is the first year of formal schooling in the UAE. The study was conducted using a qualitative case study within an interpretive paradigm. Guided by Gibb’s reflective cycle as a theoretical framework, 20 pre-service teachers were purposively selected in the study to complete an open-ended questionnaire. The results showed that pre-service teachers achieved more than they anticipated as they made enlightening observations and had successful hands-on pedagogical activities. The study concludes that the reinforcement of problem-solving skills is inevitable among pre-service teachers, enabling them to use their higher-order thinking skills to adjust and adapt to any teaching and learning approach.

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Published

2024-06-07

Versions

How to Cite

Laila Mohebi, & Dawood Ahmad. (2024). Pre-Service Teachers’ Impressions and Experiences of Virtual Practicum Teaching in the United Arab Emirates. Journal of Studies in Education, 14(2). https://doi.org/10.5296/jse.v14i2.21732