Abstract
This study aimed to equip student teachers with remote teaching competencies through an online practicum. To that end, a framework was developed and implemented; the case study approach was taken, involving four faculty members and twenty-four student teachers—the latter underwent 45 h of training in five competency areas. Data were collected through one-to-one and focus group interviews, and thematic analysis (deductive and inductive approaches) conducted. The final findings indicated that student teachers should be comprehensively trained in remote teaching competencies such as developing digital learning resources, facilitating learning, communication, and assessing learning in the online environment, and managing online classrooms. They should also be given opportunities to develop these competencies in a way that includes knowledge and practice, and this should be implemented effectively during their preparation program. Finally, the participants’ opinions on developing student teachers’ remote teaching competencies and online practicum’s pros and cons were examined and discussed.
This is a preview of subscription content, log in via an institution to check access.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
Similar content being viewed by others
References
Alghamdi, J. (2019). A mixed methods study exploring the practice of mathematics education, with a focus on the integration of online gamified mathematics practice activities in primary classroom settings in Saudi Arabia. Dublin City University. Available at: http://doras.dcu.ie/23418/1/Jawaher_Alghamdi_PhDThesis_4thJune2019_FULLTHESIS.pdf
Alghamdi, J., & Holland, C. (2020). A comparative analysis of policies, strategies and programmes for information and communication technology integration in education in the Kingdom of Saudi Arabia and the Republic of Ireland. Education and Information Technologies, 25(6), 4721–4745. https://doi.org/10.1007/s10639-020-10169-5
Ally, M. (2019). Competency profile of the digital and online teacher in future education. International Review of Research in Open and Distributed Learning, 20(2), 302–318. https://doi.org/10.19173/irrodl.v20i2.4206
Ally, M., & Wark, N. (2020). Sustainable development and education in the fourth industrial revolution (4IR). The Commonwealth of Learning. http://creativecommons.org/licences/by-sa/4.0
Anagün, Ş. S. (2018). Teachers” perceptions about the relationship between 21st century skills and managing constructivist learning environments. International Journal of Instruction, 11(4), 825–840. https://doi.org/10.12973/iji.2018.11452a
Bannink, A., & Zwaard, R. (2020). Action research on remote teaching as an instrument for reflection on online and face-to-face teaching. In R. Ferdig, E. Baumgartner, R. Hartshorne, R. Kaplan-Rakowski & C. Mouza (Eds.), Teaching, technology, and teacher education during the COVID-19 pandemic: Stories from the field (pp. 489–492). LearnTechLip. https://www.learntechlib.org/p/216903/
Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77–101.
Braun, V., & Clarke, V. (2012). Thematic analysis. In H. Cooper, P. M. Camic, D. L. Long, A. T. Panter, D. Rindskopf, & K. J. Sher (Eds.), APA handbooks in psychology®. APA handbook of research methods in psychology, Vol. 2. Research designs: Quantitative, qualitative, neuropsychological, and biological (pp. 57–71). American Psychological Association. https://doi.org/10.1037/13620-004
Bryman, A. (2004). Social research methods (2nd ed.). Oxford University Press.
Burns, A., Danyluk, P., Kapoyannis, P., Kendrick, A. (2020). Leading the pandemic practicum: One teacher education response to the COVID-19 crisis. International Journal of E-Learning & Distance Education, 35(2). http://www.ijede.ca/index.php/jde/article/view/1173/1836
Campbell, C., & Cameron, L. (2016). Scaffolding learning through the use of virtual worlds. In S. Gregory, M. J.W. Lee, B. Dalgarno, & B. Tynan (Eds.), Learning in virtual worlds: Research and applications (pp. 241-259). Edmonton, Canada: AU Press. https://doi.org/0.15215/aupress/9781771991339.01
Clarke, A., Triggs, V., & Nielsen, W. (2014). Cooperating teacher participation in teacher education: A review of the literature. Review of Educational Research, 84(2), 163–202. https://doi.org/10.3102/0034654313499618
Compton, L. K. L. (2009). Preparing language teachers to teach language online: A look at skills, roles, and responsibilities. Computer Assisted Language Learning, 22(1), 73–99. https://doi.org/10.1080/09588220802613831
Dawson, K., & Dana, N. F. (2018). Professional development for K–12 online teachers. In K. Kennedy & R. E. Ferdig (Eds.), Handbook of research on K12 online and blended learning (2nd ed., pp. 245–265). Carnegie Mellon University ETC Press.
Dhawan, D. (2020). A Panacea in the time of COVID-19 crisis. Journal of Educational Technology Systems, 49(1), 5–22. https://doi.org/10.1177/0047239520934018
DiBella, K., William, K. G., & Glover, L. C. (2015). Improving pre-service teachers” readiness to integrate technology with cross-curricular adaptations. Journal of Education and Human Development, 2(1), 84–97. https://doi.org/10.15640/jehd.v4n2_1a9
Doyle, O. (2020, April 9). COVID_19: Exacerbating educational inequalities? Public policy i.e. evidence for policy. http://publicpolicy.ie/papers/covid-19-exacerbating-educational-inequalities/
Education and Training Evaluation Commission. (2020). National qualifications framework. https://www.iau.edu.sa/sites/default/files/resources/ltr_lwtny_llmwhlt2020.pdf
Ersin, P., Atay, D., & Mede, E. (2020). Boosting preservice teachers” competence and online teaching readiness through e-practicum during the COVID-19 outbreak. International Journal of TESOL Studies, 2(2), 112–124. https://doi.org/10.46451/ijts.2020.09.09
Eickelmann, B., and J. Gerick. (2020). Lernen Mit Digitalen Medien: Zielsetzungen in Zeiten Von Corona Und Unter Besonderer Berücksichtigung Von Sozialen Ungleichheiten [Learning with Digital Media: Objectives in Times of Corona and under Special Consideration of Social Inequities]. https://doi.org/10.31244/9783830992318.09
European Training Foundation. (2020, Sep 23). Teachers play an important role in boosting learners” engagement in education affected by the COVID-19 pandemic. ETF working together learning for life. https://www.etf.europa.eu/en/news-and-events/news/teachers-play-important-role-boosting-learners-engagement-education-affected
Flores, I. M. (2015). Developing preservice teachers” self-efficacy through field-based science teaching practice with elementary students. Research in Higher Education Journal, 27, 1–9. https://files.eric.ed.gov/fulltext/EJ1056173.pdf
Garrison, D. R., & Arbaugh, J. B. (2007). Researching the community of inquiry framework: Review, issues, and future directions. Internet and Higher Education, 10(3), 157–172. https://doi.org/10.1016/j.iheduc.2007.04.001
Garrison, D. R., Anderson, T., & Archer, W. (2000). Critical inquiry in a text-based environment: Computer conferencing in higher education model. The Internet and Higher Education, 2(2–3), 87–105. https://doi.org/10.1016/S1096-7516(00)00016-6
Gill, L., Dalgarno, B., & Carlson, L. (2015). How does pre-service teacher preparedness to use ICTs for learning and teaching develop through their degree program? Australian Journal of Teacher Education, 40(1), 36–60. https://doi.org/10.14221/ajte.2015v40n1.3
Gros, B. (2016). The design of smart educational environments. Smart Learning Environments, 3(15), 2–11. https://doi.org/10.1186/s40561-016-0039-x
Guo, H. (2018). Application of a computer-assisted instruction system based on constructivism. International Journal of Emerging Technology in Learning, 13(4), 33–44. https://doi.org/10.3991/ijet.v13i04.8468
Hegelheimer, V. (2006). When the technology course is required. In P. Hubbard & M. Levy (Eds.), Teacher education in CALL (pp. 116–133). John Benjamins Publishing Company.
Holland, C., Aldeghaither, D., Mughal, A., Nurunnabi, M. (2020). COVID-19: Multidisciplinary approaches to complex problems. Policy. https://www.g20-insights.org/wp-content/uploads/2020/11/T20_TF11_PB5.pdf
Indira, E. W. M., Hermanto, A., & Pramono, S. E. (2020). Improvement of teacher competence in the industrial revolution era 4.0. International conference on science and education and technology (ISET 2019) (pp. 350–352). https://doi.org/10.2991/assehr.k.200620.068
Kalloo, R., Mitchell, B., & Kamalodeen, V. (2020). Responding to the COVID-19 pandemic in Trinidad and Tobago: Challenges and opportunities for teacher education. Journal of Education for Teaching. https://doi.org/10.1080/02607476.2020.1800407
Kiekel, J., Flores, S., & Walters, N. M. (2019). Engaging online K-12 students: Using instant messaging to foster teacher-student relationships. In T. Heafner, R. Hartshorne, & R. Thripp (Eds.), Handbook of research on emerging practices and methods for K-12 online and blended learning (pp. 193–212). IGI Global. https://doi.org/10.4018/978-1-5225-8009-6.ch009
Kim, J. (2010). Developing an instrument to measure social presence in distance higher education. British Journal of Educational Technology, 42(5), 763–777. https://doi.org/10.1111/j.1467-8535.2010.01107.x
Kim, J. (2020). Learning and teaching online during Covid-19: Experiences of student teachers in an early childhood education practicum. International Journal of Early Childhood, 52(2), 145–158.
Kitchen, J., & Petrarca, D. (2016). Approaches to teacher education. In J. Loughran, & M. L. Hamilton, (Eds.), International handbook of teacher education (pp. 137–186). Springer Science Business Media. https://doi.org/10.1007/978-981-10-0369-1
Kong, S., Looi, C. K., Chan, T. W., & Huang, R. (2017). Teacher development in Singapore, Hong Kong, Taiwan, and Beijing for e-learning in school education. Journal of Computer in Education, 4(1), 5–25. https://doi.org/10.1007/s40692-016-0062-5
la Velle, L. (2020). The challenges for teacher education in the 21st Century: Urgency, complexity and timeliness. Journal of Education for Teaching, 46(1), 1–3. https://doi.org/10.1080/02607476.2019.1708621
Larson, J. S., & Archambault, L. (2019). The extent of K-12 online teacher development: A disconnect between preparation and practice. In T. Heafner, R. Hartshorne, & R. Thripp (Eds.), Handbook of research on emerging practices and methods for K-12 online and blended learning (pp. 57–77). IGI Global. https://doi.org/10.4018/978-1-5225-8009-6.ch003
McGee, J., Ferrier-Kerr, J., & Miller, T. (2001, December). Student teachers’ initial perceptions about the role and the professional and personal qualities of associate teachers. Paper presented at the New Zealand Association for Research in Education Annual Conference, Christchurch, New Zealand, Pinar Ersin, Derin Atay and Enisa Mede.
McKenzie, R. (2020). Virtual Classrooms Challenge Teachers. Newsday, May 5. https://newsday.co.tt/2020/05/05/virtual-classrooms-challenge-teachers/
Middle East Monitor. (2020, March 9). Saudi closes schools, universities because of coronavirus. https://www.middleeastmonitor.com/20200309-saudi-closes-schoolsuniversities-because-of-coronavirus/
Mutton, T. (2020). Teacher education and Covid-19: Responses and opportunities for new pedagogical initiatives. Journal of Education for Teaching, 46(4), 439–441. https://doi.org/10.1080/02607476.2020.1805189
National eLearning Center (NeC). (2020). e-learning teaching skills. https://nelc.gov.sa/index.php/ar/resources
Online Learning Consortium. (2020). The state of online learning in the Kingdom of Saudi Arabia k-12. https://onlinelearningconsortium.org/read/book-series/
Onyema, E. M., Eucheria, N. C., Obafemi, F. A., Sen, S., Atonye, F. G., Sharma, A., & Alsayed, A. O. (2020). Impact of coronavirus pandemic on education. Journal of Education and Practice, 11(13), 108–121. https://doi.org/10.7176/JEP/11-13-12
Oraif, I., Elyas, T. (2021). The impact of COVID-19 on learning: Investigating EFL learners” engagement in online courses in Saudi Arabia. Education Sciences, 11(3), 1–19. https://doi.org/10.3390/educsci11030099
Parsanlal, N. (2020). MOE - Almost 60k Students Can’t Access Online Learning. LOOP News, April 14. https://www.looptt.com/content/moe-almost-60k-students-cant-access-online-learning.
Prensky, M. (2001). Digital natives, digital immigrants. On the Horizon, 9(5), 1–6.
Reimers, M., & Schleicher, A. (2020). A framework to guide an education response to the COVID-19 pandemic of 2020. OECD. Learning Portal. https://learningportal.iiep.unesco.org/en/library/a-framework-to-guide-an-education-response-to-the-covid-19-pandemic-of-2020
Rosa, S. D. A. (2020, Sep 9). Student engagement remains a challenge in distance learning. K-12 Drive. https://www.k12dive.com/news/student-engagement-remains-a-challenge-in-distance-learning/584793/
Spector, J. M., & De la Teja, I. (2001). Competencies for online teaching. ERIC Digest.
The World Bank. (2020a). The COVID-19 crisis response: Supporting tertiary education for continuity, adaptation, and innovation. http://pubdocs.worldbank.org/en/621991586463915490/WB-Tertiary-Ed-and-Covid-19-Crisis-forpublic-use-April-9.pdf
The World Bank. (2020b). How countries are using edtech (including online learning, radio, television, texting) to support access to remote learning during the COVID-19 pandemic. https://www.worldbank.org/en/topic/edutech/brief/how-countries-are-using-edtech-to-support-remote-learning-during-the-covid-19-pandemic
The World Economic Forum. (2017, January). Realizing human potential in the fourth industrial revolution: An agenda for leaders to shape the future of education, gender and work (White paper). http://www3.weforum.org/docs/WEF_EGW_Whitepaper.pdf
Wedenoja, L. (2020). What to expect when you weren’t expecting online classes. Rockefeller Institute of Government. https://rockinst.org/blog/what-to-expect-when-you-werent-expecting-online-classes/
Thomas, D. R. (2006). A general inductive approach for qualitative data analysis. American Journal of Evaluation, 27(2), 237–246. https://doi.org/10.1177/1098214005283748
Yin, R. K. (2003). Case study research design and methods (3rd ed.). Sage Publications.
Yin, R. K. (2009). Case study research: Design and methods (4th ed.). Sage Publications.
Zhang, X., & Cui, G. (2010). Learning beliefs of distance foreign language learners in China: A survey study. System, 38(1), 30–40. https://doi.org/10.1016/j.system.2009.12.003
Acknowledgements
The researcher wishes to acknowledge to all participants in this study for their time and support. She wishes to acknowledge for Tahani Hamdan Alshammari, postgraduate student, for her help in this research study.
Author information
Authors and Affiliations
Corresponding author
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2022 The Author(s), under exclusive license to Springer Nature Singapore Pte Ltd.
About this chapter
Cite this chapter
Alghamdi, J. (2022). Equipping Student Teachers with Remote Teaching Competencies Through an Online Practicum: A Case Study. In: Khine, M.S. (eds) Handbook of Research on Teacher Education. Springer, Singapore. https://doi.org/10.1007/978-981-19-2400-2_12
Download citation
DOI: https://doi.org/10.1007/978-981-19-2400-2_12
Published:
Publisher Name: Springer, Singapore
Print ISBN: 978-981-19-2399-9
Online ISBN: 978-981-19-2400-2
eBook Packages: EducationEducation (R0)