Preparing student teachers for real classrooms through virtual vicarious experiences of critical incidents during remote practicum: A meaningful-experiential learning perspective

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dc.contributor.authorKorucu-Kis, Saadet
dc.date.accessioned2024-02-23T13:56:08Z
dc.date.available2024-02-23T13:56:08Z
dc.date.issued2021
dc.departmentNEÜen_US
dc.description.abstractThe Covid-19 pandemic has precipitated dramatic changes in education systems around the world and pre-service teacher preparation programs have been notably impacted by the associated difficulties and constraints. Due to lockdown of universities and schools, practicum placements had to shift from in-person to virtual learning environments. However, being a practical classroom activity, practicum posed particular challenges that prompted teacher educators to make adjustments in their pedagogical strategies to meet the course requirements. The present study reports on the first cycle of an action research project undertaken to respond to the practicum crisis caused by the Covid-19 restrictions. Conducted with eleven practicum students, this research investigated whether engaging student teachThe action research plannerers in vicarious experiences of critical incidents through Kolb's experiential learning cycle via a collaborative virtual application could create meaningful learning. The results indicated that the intervention process had the characteristics of active, constructive, authentic, intentional, and collaborative, and as well it led to improvements in practicum students' domain-specific knowledge and skills. Despite a few number of concerns raised, which will be utilized to refine the future implementations of the first action plan, the practicum students reported that this experience supported them during remote practicum and contributed positively to their development. Drawing on the results of the study, a series of rationales for the use of virtual vicarious experiences of critical incidents during Covid-19 and beyond are provided.en_US
dc.identifier.doi10.1007/s10639-021-10555-7
dc.identifier.endpage6971en_US
dc.identifier.issn1360-2357
dc.identifier.issn1573-7608
dc.identifier.issue6en_US
dc.identifier.pmid33935573en_US
dc.identifier.scopus2-s2.0-85105163499en_US
dc.identifier.scopusqualityQ1en_US
dc.identifier.startpage6949en_US
dc.identifier.urihttps://doi.org/10.1007/s10639-021-10555-7
dc.identifier.urihttps://hdl.handle.net/20.500.12452/11076
dc.identifier.volume26en_US
dc.identifier.wosWOS:000642827900002en_US
dc.identifier.wosqualityQ1en_US
dc.indekslendigikaynakWeb of Scienceen_US
dc.indekslendigikaynakScopusen_US
dc.indekslendigikaynakPubMeden_US
dc.language.isoenen_US
dc.publisherSpringeren_US
dc.relation.ispartofEducation And Information Technologiesen_US
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanıen_US
dc.rightsinfo:eu-repo/semantics/openAccessen_US
dc.subjectCritical Incidentsen_US
dc.subjectPracticumen_US
dc.subjectCollaborative Online Technologiesen_US
dc.subjectMeaningful Learningen_US
dc.subjectExperiential Learningen_US
dc.subjectEfl Student Teachersen_US
dc.titlePreparing student teachers for real classrooms through virtual vicarious experiences of critical incidents during remote practicum: A meaningful-experiential learning perspectiveen_US
dc.typeArticleen_US

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