PERSPECTIVES OF PROSPECTIVE TEACHERS ON ZOOM AS A TRANSFORMATIVE TEACHING METHODOLOGY Zoom

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Leela Ramsook
Marlene Thomas

Abstract

Abstract


In the Bachelor of Education (BEd) Programme at the University of Trinidad and Tobago, prospective teachers are exposed to ‘zoom’ classes. This study investigated the perspectives of full-time and part-time prospective teachers with regard to classes conducted via web conferencing, with particular reference to zoom. It examined students’ views on the merits and demerits of the use of zoom by instructors. A mixed-method design was utilized as the appropriate design to determine prospective teachers’ viewpoints and beliefs, as well as the advantages and disadvantages of classes conducted via zoom. Data were gathered using an online survey, semi-structured interviews with focus groups and reflective posts on Canvas. Data analysis included a combination of quantitative and qualitative approaches. The results indicated that most prospective teachers prefer a combination of zoom and face-to-face classes, while some have a preference for face-to-face classes only. Others prefer face-to-face classes together with an integration of different aspects of technology. Some participants lamented about their personal levels of proficiency with web conferencing. The merits and demerits were equitable, based on the maturity of the prospective teachers when the opinions of full-time and part-time students were considered. The conclusions were that zoom classes were satisfying for some prospective teachers whereas others perceived them as convenient and ‘a line of least resistance’. The findings have implications for the quality of classes conducted solely via ‘zoom’ on a consistent basis.


 


Keywords: prospective teachers, perspectives, zoom, mixed-method


 

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How to Cite
Ramsook, L., & Thomas, M. (2019). PERSPECTIVES OF PROSPECTIVE TEACHERS ON ZOOM AS A TRANSFORMATIVE TEACHING METHODOLOGY: Zoom. International Journal for Innovation Education and Research, 7(11), 946-957. https://doi.org/10.31686/ijier.Vol7.Iss11.1955
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