ජාතික අධ්‍යාපන විද්‍යාපීඨ පූර්වසේවා ගුරු අධ්‍යාපනයේ ප‍්‍රායෝගික ගුරු පුහුණුව සදහා මාර්ගගත ක‍්‍රමවේද භාවිතය භෞතික පන්ති කාමර ඉගෙනුම් ඉගැන්වීම් ක්‍රියාවලියට දක්වන දායකත්වය : සියනෑ ජාතික අධ්‍යාපන විද්‍යාපීඨයේ ගණිතය හා විද්‍යා පාඨමාලාවල ශික්ෂණලාභීන් සහ කථිකාචාර්යවරුන් ඇසුරින්

Abstract

The Pre-Service Teacher Development courses offered by the National Colleges of Education were transitioned to an online format during the COVID-19 pandemic. The primary objective of this study was to investigate the way of implementation of teaching practice through online and effects of it on the development of teaching skills of prospective teachers. The sample for this research comprised 245 prospective teachers specializing in Science and Mathematics enrolled in Sinhala and English medium courses during the academic period of 2018/2020, along with 47 lecturers. The research employed a Sequential Explanatory Mixed Method. Quantitative data obtained through administered questionnaires were analyzed using descriptive statistical methods, while qualitative data derived from focused interviews underwent thematic analysis. The study revealed that the online delivery of educational content was a novel experience for educators and students. It was noticed that the lecturers needed formal training in evaluating online teaching practice. Despite the challenges of online evaluation, prospective teachers tried to convey theoretical and practical content online, and the use of evaluation applications facilitated evaluation processes. However, challenges were identified in maintaining teacher-student and student-student interactions and providing prospective teachers with essential laboratory experiences. While prospective teachers lacked real classroom exposure, skills acquired through online peer teaching proved beneficial during their internship teaching. The study also highlighted challenges from inadequate necessary infrastructure and unstable internet facilities. Applying the Technological Pedagogical Content Knowledge (TPACK) model, it was determined that prospective teachers exhibited a higher level of Pedagogical Knowledge (PK), and lecturers demonstrated a superior Subject Content Knowledge (CK). However, both groups were found to need more Technological Knowledge (TK) for their educational responsibilities. A blended approach is more appropriate to fully achieve the intended objectives of pre-service teacher training programs.