Exploring Pre-Service Teachers’ Beliefs and Experiences during Emergency Remote Teaching
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Abstract
Little is known about pre-service teachers' (PSTs) content-specific pedagogical beliefs and what causes alignment or misalignment, particularly when it comes to technology integration in emergency remote teaching (ERT). This study looked at the use of technology in teaching practice, content-specific pedagogical views held by PSTs, and the factors influencing these beliefs. The study employed multiple case studies with fifteen PSTs from Indonesian teacher education programs and employed a variety of instruments, including a questionnaire, a teacher belief inventory, a checklist for observations, an interview, and artifacts. The study highlights several crucial findings. First, the PSTs exhibit distinct belief orientations toward their teaching activities. Second, the findings show both alignment and misalignment between EFL content-specific pedagogical beliefs and technological integration, which is driven by three major socio-cultural belief changes. Furthermore, alignment and misalignment were attributed to internal and external causes, as evidenced by the PSTs' technology-supported content-specific pedagogical attitudes and practices during Emergency Remote Teaching (ERT). Due to its importance in teacher development, this study suggests that a greater understanding of the dynamic shift in pre-service teachers' content-specific pedagogical views is required. In a nutshell, this study endorses the alignment and misalignment of pre-service teachers' experiences and content-specific pedagogical beliefs as positive elements in teacher preparation during ERT situations.
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