ABSTRACT
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.
ABSTRACT
In 2020, the COVID-19 pandemic presented many higher education institutions with a sudden challenge to shift from either face-to-face and/or blended instruction to remote teaching in order to save the academic year. This article examines preservice teachers’ experiences of a redesigned blended-learning year course on work-integrated learning (WIL). The article uses the Technological Pedagogical Content Knowledge (TPACK) framework within a blended-learning environment to examine the responses of 414 preservice teachers in their first year of study to a survey completed at the end of the course. Descriptive statistics were used together with course content analysis to generate the findings, which suggested that the majority (above 80%) of the preservice teachers remained active during the shift to remote teaching, and about 93.3% responded positively to the course redesign by actively accessing the course on the online platform at least once a week. The survey results also showed that only 10.4% of the preservice teachers did not experience one or another form of challenge in learning through remote teaching during this time. The results build a case for how other practitioners and instructional designers could redesign courses with the consideration of context and learning challenges. The article concludes with the argument for the design of blended courses for future needs to focus more closely on each aspect of the mode of delivery so as to ensure effective design that can withstand emergency situations, such as those we have seen during COVID-19.
ABSTRACT
Work-Integrated Learning (WIL) is a variety of learning opportunities that can extend beyond the application of theory to practice, to include complex situational, personal, material, and organisational factors. Central to forming successful WIL experiences is the partnership, support, and collaboration extended by all key stakeholders. The Covid-19 pandemic disrupted WIL experiences, with many developed partnerships and sustained practices being abruptly impacted. In 2020, a multidisciplinary group of Australasian WIL academics, administrators and students joined in weekly virtual coffee chats to share concerns and experiences during this rapidly changing educational landscape. These conversations led to establishing a Small Significant Online Network Group (SSONG) and became the basis for this article. We explored the lessons learned from WIL practitioners to be better informed of the practice of WIL and, generally, to examine the role of collaborations in higher education. Using a collaborative autoethnographic approach, this study incorporated written reflections on WIL experiences during COVID-19 lockdowns, followed by Zoom conversations to gain deeper insights. All data was aggregated and analysed thematically, both inductively and deductively, to interpret the practice experiences of individuals in their socio-cultural contexts. This article intends to demonstrate how creative solutions, such as adopting a HUMANE framework, become valuable paradigms. These enhance and nurture relationships between all WIL stakeholders, to enrich and sustain WIL experiences for all. Practitioner Notes 1. Successful WIL relationships rely on collaboration between all stakeholders to ensure sustainability. 2. Adopting a humanistic approach, in this case, the HUMANE framework, has positive outcomes for WIL stakeholders and higher education. 3. A SSONG is an effective mechanism for supporting collaboration in any educational context facing disruption. 4. Technology enables WIL stakeholders to connect globally, and through these connections, reflect on differing experiences to broaden creative responses to challenges. 5. The power of connecting and collaborating provides opportunities to work together and enhances agency, performance, and outcomes that benefit WIL and higher education. © 2021, University of Wollongong. All rights reserved.