Contribution of Using Online Methods for Practical Teacher Training in National Colleges of Education to the Physical Classroom Teaching-Learning Process

Abstract

Pre-service teacher training courses at National Colleges of Education in Sri Lanka were implemented online in the face of the COVID-19 pandemic. The primary objective of this study was to examine the achievement of expected goals through online practical teacher training, its contribution to teacher skill development, and the problems and challenges encountered. A purposive sample was utilized, consisting of 245 teacher trainees and 47 lecturers from the Science and Mathematics courses (Sinhala and English medium) of the 2018/2020 academic year at Siyane National College of Education. Surveys and individual studies were employed under an explanatory sequential mixed-methods research approach. The TPACK model was utilized as the theoretical framework. Quantitative data were analyzed using descriptive statistical methods, while qualitative data were subjected to thematic analysis. The study revealed that this was the first instance where practical teacher training within pre-service courses was conducted online, and that lecturers had not received formal prior training. Teacher trainees made efforts to teach theoretical and practical subject content using student-centered methods. Although online assessment was difficult, evaluations were conducted using software applications. The use of learning aids and digital learning resources made it easier to reinforce subject concepts. However, maintaining effective teacher-student interactions and providing laboratory experiences proved difficult. Although first-hand experience was lacking as the learners were peers, the online teaching skills acquired were significantly beneficial for internship teacher training. The lack of infrastructure and stable internet connections posed a challenge. According to the mean analysis of the knowledge domains in the TPACK model, although the Pedagogical Knowledge (PK - 3.05702) of the trainees and the Content Knowledge (CK - 3.05815) of the lecturers were at high levels, the Technological Knowledge (TK - 3.03633 / 3.00466) of both groups was found to be minimal. Since certain objectives expected from practical teacher training cannot be achieved online, a hybrid methodology would be more suitable for overall teacher skill development.