Experiences and Sense-Making Processes of Online Teaching Internship: A Master of Teaching Programme

IF 1.9 Q2 EDUCATION & EDUCATIONAL RESEARCH

International Journal of Instruction Pub Date : 2024-01-01 DOI:10.29333/iji.2024.1712a

Luis Miguel Dos Santos

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引用次数: 0

Abstract

Teaching requires a student-teaching internship for the license and registration, usually completed from the face-to-face and on-campus components. However, due to the covid-19 pandemic, many classrooms have switched to online platforms, regardless of the levels. This study aims to understand student-teachers’ experiences of an online-based student-teaching internship and how such internships influence the sense-making processes of student-teachers in online school environments. In line with the self-efficacy theory and social cognitive career and motivation theory, the case study method was used to invite a group of Master of Arts in Teaching students (a total of 18) to share their experiences and sense-making processes of their online student-teaching internship. Semi-structured interviews, focus group activities, and member-checking interviews were used to collect data from the participants. Based on the qualitative data, three themes were categorised: 1) positive experiences, 2) technology education is the trend, and 3) preparation for online classroom environments. The study may provide support or ideas to university leaders, supervisors, department heads, student-teachers, and policymakers to reform and polish their teaching qualification programmes with different types of delivery modes in order to meet the needs and educational trends of the coming decades. Keywords: case study, Master of Arts in Teaching, online learning, self-efficacy, sense-making process, social cognitive career, motivation theory, student-teaching internship

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在线教学实习的经验和感悟过程：教学硕士课程

教学需要学生教学实习才能获得执照和注册，通常由面授和校内部分完成。然而，由于 "covid-19 "大流行，许多课堂都转向了在线平台，而不分级别。本研究旨在了解学生教师对基于网络的学生教学实习的体验，以及这种实习如何影响学生教师在网络学校环境中的感性认识过程。根据自我效能理论和社会认知职业与动机理论，本研究采用案例研究法，邀请一组教学艺术硕士学生（共 18 人）分享他们在网络学生教学实习中的经历和感知过程。我们采用了半结构式访谈、焦点小组活动和成员检查访谈来收集参与者的数据。根据定性数据，归纳出三个主题：1）积极的经验；2）技术教育是大势所趋；3）为在线课堂环境做准备。本研究可为大学领导、督导、系主任、学生教师和政策制定者提供支持或思路，帮助他们以不同的授课模式改革和完善教学资格课程，以满足未来几十年的需求和教育趋势。关键词：案例研究、教学艺术硕士、在线学习、自我效能感、感知过程、社会认知职业、动机理论、学生教学实习

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来源期刊

International Journal of Instruction EDUCATION & EDUCATIONAL RESEARCH-

自引率

38.90%

发文量

244

审稿时长

12 weeks

期刊介绍： nternational Journal of Instruction is an internationally recognized journal in the field of education and is published four times a year (in January, April, July & October). The aim of this journal is to publish high quality studies in the areas of instruction, learning, teaching, curriculum development, learning environments, teacher education, educational technology, educational developments. Studies may relate to any age level - from infants to adults. IJI, being an international journal, our editorial advisory board members are from various countries around the world. The articles sent to the Journal are always reviewed by two members of the Editorial Advisory Board (double blind peer review), and in some cases, if necessary, by another member of the Board. Depending on the evaluation reports of the members of the Editorial Advisory Board, articles are published or not. Article evaluation process takes approximately three months. The authors are responsible for the errors, if any, in their published articles. The articles need to be not published elsewhere previously.