The Impact of an E-Practicum model on Post Graduate Student Teachers’ E-Teaching Readiness

نوع المستند : المقالة الأصلية

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Suez University, Faculty of Education, Curriculum, Instruction and Educational Technology Department

المستخلص

The present study was conducted to identify the impact of using an E-practicum model to enhance EFL general diploma student teachers’ E-Teaching Readiness (ETR). It is a one group pre/post quasi-experimental study. Nine post graduates enrolled in general Diploma of Education (English major), at Suez Faculty of Education, participated in the study. To adapt to schools shutting down caused by corona virus pandemic, an alternative practicum practice named E-Practicum was designed by the researcher to meet the needs of General diploma EFL student teachers, hoping to maintain the quality of the practicum. An E-teaching readiness scale was devised by the researcher to measure participants’ e-teaching readiness before and after implementing E-practicum. Wilcoxon Signed Ranks Test yielded a significant difference in the participants’ mean scores between the pre and the post administration of E-teaching readiness scale in favor of the post administration. It was concluded that the proposed E-practicum model had significantly enhanced general diploma EFL student teachers’ E-teaching readiness. It is recommended to include E-practicum into teacher preparation programs.
 
 

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