Pre-service teachers’ experiences of remote online learning: reimagining teacher education post-pandemic

ABSTRACT Background As teaching and learning processes evolve in the wake of COVID−19, fresh thinking about the role of remote online learning (ROL) is critical as part of a wider reimagining of education in a post-pandemic context. In this paper, attention is focused on ROL within teacher education. Purpose This study sought to explore pre-service teachers’ perceptions of their ROL experiences in a Fijian teacher education programme. Method The qualitative study design was informed by transactional distance theory. Using a narrative inquiry approach, data from 15 pre-service teachers were collected and analysed. Via individual interviews conducted online, the prospective teachers shared their perceptions about the nature of interactions experienced whilst engaged in ROL during the pandemic. Data were analysed thematically, in relation to instructional dialogue, course structure, and autonomy. Findings In-depth analysis of rich data allowed main themes to emerge that captured the participants’ viewpoints. Prominent themes in instructional dialogue revealed some concerns about the precedence of textual communication over verbal in ROL and the perception of emphasis on product over the process of learning. In terms of course structure, volume of assessment and teaching style were among aspects which participants identified as affecting learner-content engagement. Comments about learner autonomy suggested that the pre-service teachers sought positives amidst the difficulties encountered, whilst maintaining a focus on completing the assessments and passing the course. Conclusion The analysis of pre-service teachers’ experiences offers insight into how aspects of ROL may challenge participant engagement within elements of teacher education courses. It highlights the support that needs to be provided to prospective teachers in order to reduce transactional distance, suggesting that effective course design and instructional dialogue to promote learner autonomy are both crucial to sustainable teacher education in the post-pandemic context.