Online teaching during lockdown
Physical Education pre-service teachers’ perspectives
DOI:
https://doi.org/10.24840/esc.vi59.334Keywords:
remote teaching, school placement, technology, emotions, professional identityAbstract
This study aims to explore the voices of Physical Education pre-service teachers on online teaching during lockdown. Narratives of 48 Portuguese higher education institutions PETE programmes were analysed. A thematic analysis was conducted based on educational transaction (Garrison et al.), essential elements, the pedagogical characteristics that influence students’ experiences in the use of digital devices (Kearney et al.), and the role of emotions in learning teacher apprenticeship (Zymblas). The curriculum impoverishment, focused only on fitness and knowledge, without personal contact (pre-service teachers and pupils) and touching, compromised pupils and pre-service teachers learning. Technology, when used in engagement, communication and interactions promotion, avoid virtual space to become an “empty place”. Bureaucratic, regulatory and control demands compromise the formative role of assessment. The pupils’ lack of interaction face-to-face in pre-service teachers’ feelings also promote the challenges to increase agency space in their supervisor’s relationship.
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Copyright (c) 2021 Paula Batista, Mariana Amaral-da-Cunha, Elsa Silva, Kelly O’Hara, Amândio Graça
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