Research Impact: The prevalence of learning to teach and becoming a teacher in predominantly online environments is increasing. There is a proliferation of online courses aiming to educate the future teaching workforce. Yet, in person teaching practice is, for now, an essential component of this ‘becoming a teacher’ process. Binary or reductionist understandings of online education of teachers do not help, as they portray a simplistic picture of the complex processes happening when PSTs learn to teach (predominantly) online but teach in the schools. In this study we examine the transfer of knowledge and teaching skills from online spaces to traditional school teaching. The PSTs in the current study learned about planning, teaching, assessment, etc., through several online learning activities (e.g., break-out rooms discussions, readings, presentations, etc.). However, PSTs learning did not solely occur in what it was categorised as an online space. Interestingly, what it was considered as an online environment was not in fact limited to that context. The PSTs engaged in learning activities in various locations such as their bedrooms, kitchens, garden sheds, and, in some cases, even their cars. PSTs also had the opportunity to learn while walking their dogs in the evening, listening to podcasts, or reading blog posts. Their learning was facilitated through the use of laptops or phones, often with unreliable or “dodgy” WiFi connections. The purpose of this paper was to raise awareness in the teacher education community into the significance of online spaces and the transfer of pedagogical knowledge across different contexts. Findings from this study justified the need for professional dialogues around teaching and learning in online teacher education, moving beyond deterministic views of the connection between pedagogy and technology.
Calderón, A., Masterson, M., & Boynuegri, E. (2024). Learning online and teaching face to face: Exploring the planned and enacted conception of teaching of preservice teachers on school placement. Teaching and Teacher Education, 144, 104598. https://doi.org/10.1016/j.tate.2024.104598
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