Navigating online Practice Teaching (PT) amidst the COVID-19 pandemic: exploring pre-service teachers’ experiences in Pakistan (Record no. 175233)
[ view plain ]
| 000 -LEADER | |
|---|---|
| fixed length control field | 01812nam a22001817a 4500 |
| 005 - DATE AND TIME OF LATEST TRANSACTION | |
| control field | 20241118115828.0 |
| 008 - FIXED-LENGTH DATA ELEMENTS--GENERAL INFORMATION | |
| fixed length control field | 241118b |||||||| |||| 00| 0 eng d |
| 040 ## - CATALOGING SOURCE | |
| Transcribing agency | LDD |
| 100 ## - MAIN ENTRY--PERSONAL NAME | |
| Personal name | Alvi, Effat |
| 245 ## - TITLE STATEMENT | |
| Title | Navigating online Practice Teaching (PT) amidst the COVID-19 pandemic: exploring pre-service teachers’ experiences in Pakistan |
| 260 ## - PUBLICATION, DISTRIBUTION, ETC. | |
| Place of publication, distribution, etc. | Taylor and Francis : UK , 2024 |
| 300 ## - PHYSICAL DESCRIPTION | |
| Other physical details | p. 371-389 |
| 490 ## - Journal | |
| Journal | Journal of Education for Teaching : International Research and Pedagogy |
| Volume/sequential designation | Vol. 50(3) |
| 500 ## - GENERAL NOTE | |
| General note | The COVID-19 pandemic has forced dramatic shifts in the educational landscape. This study explored pre-service teachers’ experiences during a four-week online practice teaching (PT) program in Pakistan amidst the COVID-19 pandemic. Based on an exploratory qualitative research design, it examined reflections from 24 pre-service teachers that were collected before, during, and after the online PT by posting open-ended questions in Google Classroom. Data were analysed using inductive and comparative analysis strategies. Findings revealed that pre-service teachers’ apprehensions regarding online PT were due to their limiting beliefs, resistance to change, unwillingness to engage, concerns about navigating their teaching presence in a less-authentic situation, and pedagogical and logistical challenges. However, systematic observations, critical reflections, and peer pre-service teachers were crucial to creating cognitive, teaching, social, and technological presence during online PT. Finally, suggestions for reconfiguring the existing models of PT for future educational practice are presented. |
| 650 ## - SUBJECT ADDED ENTRY--TOPICAL TERM | |
| Topical term or geographic name entry element | COVID-19 |
| 856 ## - ELECTRONIC LOCATION AND ACCESS | |
| Link text | click here to online access |
| Uniform Resource Identifier | <a href="https://www.tandfonline.com/doi/full/10.1080/02607476.2023.2241827#abstract">https://www.tandfonline.com/doi/full/10.1080/02607476.2023.2241827#abstract</a> |
| 942 ## - ADDED ENTRY ELEMENTS (KOHA) | |
| Source of classification or shelving scheme | Dewey Decimal Classification |
| Koha item type | Article |
| Suppress in OPAC | No |
| Date last seen | Total checkouts | Price effective from | Koha item type | Lost status | Source of classification or shelving scheme | Damaged status | Not for loan | Withdrawn status | Home library | Current library | Date acquired |
|---|---|---|---|---|---|---|---|---|---|---|---|
| 11/18/2024 | 11/18/2024 | Article | Dewey Decimal Classification | Library and Documentation Division NCERT | Library and Documentation Division NCERT | 11/18/2024 |
