Open AccessThe Effectiveness of In-Person versus Online Instruction in the Pre-service Teacher Preparation Programme
Author(s) -
Lara Burazer,
Janez Skela
Publication year - 2021
Publication title -
elope
Language(s) - English
Resource type - Journals
eISSN - 2386-0316
pISSN - 1581-8918
DOI - 10.4312/elope.18.2.117-137
Subject(s) - teacher preparation , teacher education , psychology , experiential learning , perception , test (biology) , pedagogy , mathematics education , service (business) , medical education , medicine , paleontology , economy , neuroscience , economics , biology
In reference to the reflective nature of the methodological design of the current pre-service English teacher education program at the Faculty of Arts, University of Ljubljana, considerable challenges related to teacher-education were noted during the emergency online switch. For this reason, the theory/practice connections, typically strengthened via the practical, experiential and reflective components of university teacher-education programs, were put to the test. The research is aimed at identifying the challenges of the online switch and focuses on comparison of the effectiveness of in-person versus online instruction in the pre-service English teacher preparation program. The research questions seek to examine whether teacher-training sessions online are more demanding and challenging, and potentially less effective (as perceived by the respondents), compared to the in-person teacher-training practices. The study results offer a valuable insight into the teacher-trainees’ perceptions of the challenges and effectiveness of the online English teacher-training course implementation in comparison with the in-person mode.