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Experiences and sense-making processes of online teaching internship: A master of teaching programme
Author(s)
Date Issued
2024
ISSN
1308-1470
1694-609X
Citation
International Journal of Instruction, 2024, Vol. 17(1), pp.23-42.
Type
Peer Reviewed Journal Article
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.
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