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Case study

Student teachers’ experiences of online learning

Nerys Defis and Alison Glover
Advances in Online Education: A Peer-Reviewed Journal, 2 (2), 147-159 (2023)
https://doi.org/10.69554/AYQZ2850

Abstract

Teacher education is an important element of education reform currently taking place in Wales. Addressing the challenge of recruiting a high-quality teacher workforce is key. To assist in the recruitment of teachers to rural schools and to encourage those to enter the profession who might otherwise not consider teaching as a career, a new flexible and blended online teacher training offer has been available in Wales since 2020. In 2022 the first student teachers graduated from the new programme that offers a two-year part-time or employment-based route into teaching. Using a case study approach, 50 student teachers’ survey responses identified consistently high levels of satisfaction with the programme information and course materials. It is clear, however, that it takes time for students to become familiar with accessing the materials, with differing levels of satisfaction reported. This has implications for the programme’s induction process, which have since been streamlined. Student teachers reported limited engagement with forum posts. Exploring a range of possible actions to support such engagement is underway, including linking the activity to specific seminar tasks. It was also found that some student teachers are reluctant to interact with their peers during breakout room discussions. Again, this is an aspect that is continuing to be addressed. It is important to recognise that embedding new practices to increase engagement and collaboration opportunities for student teachers takes time to succeed. Since the forced online learning during the COVID-19 pandemic, many education providers continue to offer this flexibility for learners and this paper contributes to understanding and improving this mode of delivery.

Keywords: blended learning; education reform; teacher education; Wales

The full article is available to subscribers to this journal (subscription is free).

Author's Biography

Nerys Defis is currently a Curriculum Tutor on the Open University Partnership PGCE programme in Wales, having previously worked in various primary and initial teacher education settings. Her research interests include attitude and mindset, cross-curricular teaching and pupil groupings. Her most recent research focuses on children and young people’s use of technology and its potential impact on their health and well-being.

Alison Glover is a Research Associate on the Open University Partnership PGCE programme in Wales. She has worked in outdoor education, the early years and in the primary and secondary sectors in the UK and overseas. She has also supported a range of education programmes in higher education and undertaken many research projects in the Welsh education context. Her current research interests include education for sustainable development and teacher education.

Citation

Defis, Nerys and Glover, Alison (2023, December 1). Student teachers’ experiences of online learning. In the Advances in Online Education: A Peer-Reviewed Journal, Volume 2, Issue 2. https://doi.org/10.69554/AYQZ2850.

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cover image, Advances in Online Education: A Peer-Reviewed Journal
Advances in Online Education: A Peer-Reviewed Journal
Volume 2 / Issue 2
© Henry Stewart
Publications LLP

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