English-Majoring Student Teacher Response to Employability in Light of a Transition to Online Learning
INTERNATIONAL JOURNAL OF TEACHER EDUCATION AND PROFESSIONAL DEVELOPMENT
; 5(1), 2022.
Article
in English
| Web of Science | ID: covidwho-1939127
ABSTRACT
This study discussed English student teachers' growth in employability as a driving consequence of the transition to emergency remote learning in light of the COVID-19 pandemic. The authors focused on senior students reaching graduation during this critical time. The learning mode change was believed to have a significant impact on graduates' employability capital, thus influencing their post-study career plans. This quantitative research followed Tomlinson's graduate employability framework, covering five forms of capital explores their perceptions of employability capital and measures how perceptions vary between groups of backgrounds. Specifically, they sought to develop a comprehensive understanding of how the transition to remote learning has challenged students' employability capital, which then affected their career-related decision-making following graduation. The findings suggested, besides implications and limitation, five clustered forms of capital and explained why they were perceived differently.
Full text:
Available
Collection:
Databases of international organizations
Database:
Web of Science
Language:
English
Journal:
INTERNATIONAL JOURNAL OF TEACHER EDUCATION AND PROFESSIONAL DEVELOPMENT
Year:
2022
Document Type:
Article
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