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@article{1792496,
author = {Fořtová, Nicola Catherine and Sedláčková, Jitka and Tůma, František},
article_location = {Medellín},
article_number = {3},
doi = {http://dx.doi.org/10.17533/udea.ikala/v26n3a03},
keywords = {Teacher education; online teaching ; teaching practice; efl; perceptions; ict; covid-19},
language = {eng},
issn = {0123-3432},
journal = {Íkala, Revista de Lenguaje y Cultura},
title = {"And My Screen Wouldn't Share" : Student-Teachers' Perceptions of ICT in Online Teaching Practice and Online Teaching},
url = {https://revistas.udea.edu.co/index.php/ikala/article/view/345437/20806205},
volume = {26},
year = {2021}
}
TY - JOUR
ID - 1792496
AU - Fořtová, Nicola Catherine - Sedláčková, Jitka - Tůma, František
PY - 2021
TI - "And My Screen Wouldn't Share" : Student-Teachers' Perceptions of ICT in Online Teaching Practice and Online Teaching
JF - Íkala, Revista de Lenguaje y Cultura
VL - 26
IS - 3
SP - 513-529
EP - 513-529
PB - Universidad de Antioquia
SN - 01233432
KW - Teacher education
KW - online teaching
KW - teaching practice
KW - efl
KW - perceptions
KW - ict
KW - covid-19
UR - https://revistas.udea.edu.co/index.php/ikala/article/view/345437/20806205
N2 - The sudden switch to online teaching enforced by the covid-19 pandemic has impacted teacher education at universities, particularly micro-teachings and teaching practice, as technology has become an inherent part of these processes. The growing body of literature on online teaching and teacher education during lockdown conditions mainly addresses challenges in teacher education and educator perceptions. However, very few studies deal with the perceptions of student- teachers. To fill this gap, a group of teacher educators conducted a research study with 63 students enrolled in a master’s Degree in Teaching efl for Secondary Schools offered at Masaryk University, Czechia. To carry it out, qualitative coding procedures were employed on a dataset of 120 lesson reflections written by students completing their teaching practice via online courses which were ordinarily conducted in person. The purpose was to find out how student-teachers perceived technology use when teaching online. The main findings show that, despite constant comparison between the face-to-face and online classrooms and an initial reliance on the success of technology to determine a lesson’s success, the majority of student-teachers normalized technology as a platform for teaching, using technology-specific language for teaching strategies and classroom events. These findings suggest that online teaching and learning should be seen as an integral part of teacher education.
ER -
FOŘTOVÁ, Nicola Catherine, Jitka SEDLÁČKOVÁ and František TŮMA. ''And My Screen Wouldn't Share'' : Student-Teachers' Perceptions of ICT in Online Teaching Practice and Online Teaching. \textit{Íkala, Revista de Lenguaje y Cultura}. Medellín: Universidad de Antioquia, 2021, vol.~26, No~3, p.~513-529. ISSN~0123-3432. Available from: https://dx.doi.org/10.17533/udea.ikala/v26n3a03.
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