Asynchronous Pre-Service Teaching Practicum and Work-Integrated Learning amid COVID-19 Pandemic
DOI:
https://doi.org/10.23918/ijsses.v9i1p190Keywords:
Asynchronous Teaching, Teaching Practicum, Work-Integrated Learning (WIL), Experiential Learning, Teacher Education, Pre-Service TeachersAbstract
In South Africa – as is also the case worldwide – schools are closed due to the current COVID-19 pandemic but learning is open. Hence, in a bid to avoid disruption to the academic calendar – which may result in postponing or cancelling teaching practicums – institutions of higher learning, particularly those running teacher education programmes (TEPs), have embraced the idea of conducting teaching practice (TP) online. Pre-service teachers – who usually visit schools for their TP in order to gain work experience – have, therefore, been forced to conduct their teaching practicums not only online but asynchronously. The following questions arose: Is there any link between the asynchronous pre-service teaching practicum, characterised by lack of engagement between the teacher and the learner, and the tenets of work-integrated learning (WIL)? And what is the implication for teacher education programme developers? The authors sought to investigate the impact of the asynchronous model of TP adopted in South African TEPs on adequately preparing pre-service teachers for future teaching practice. The authors also investigated the contribution of this teaching model to the realisation of WIL objectives – particularly preparing pre-service teachers for authentic classroom teaching experiences. Underpinned by the interpretivist paradigm, a qualitative research approach, narrative inquiry as research design, was followed. Moreover, purposive sampling was employed. The data were collected by means of reflective narrative essays and documentary evidence. The main findings revealed that there is a mismatch between the asynchronous teaching model and WIL. The findings also showed that the asynchronous model of teaching practicum was beneficial to TEPs, as it helped to keep learning open; however, it did not provide the required experience and serious engagements for authentic classroom teaching and learning experiences.
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