Using COVID-19 to enhance future online curriculum delivery to Pre-service English teachers: An Iranian case study

کد مقاله : 1134-CNF

نویسندگان

عظیمه تکریمی * دانشگاه فرهنگیان

چکیده مقاله

Abstract For faculty, the COVID-19 Pandemic was a quintessential challenge for which no preplanned strategy could be conceived. For those countries in which online teaching was an integral part of higher education, the lockdown of universities was not a big challenge as they could switch to online and Web-based teaching immediately. However, Iranian education institutions who, unlike many of their counterparts around the globe, had failed to incorporate online teaching into their curricula, turning to remote teaching to sustain learning was a different story. This qualitative study was set up to investigate the TEFL faculty’s lived experiences of the pandemic in Iran, where online teaching was unprecedented before the pandemic. A convenient sample of 12 faculty staff from Farhangian University in Iran were interviewed about their reflections on the past semesters. The aim was to compare the faculty’s concerns and experiences of teaching EFL pre-service teachers in online classes. Content analysis of the interviews revealed that technological skills, materials development, administrators’/management unreasonable expectations, unpreparedness for online assessment, and lack of sufficient support from the institution were among the Iranian faculty’s major concerns. These findings were used to make recommendations for a more effective online curriculum mode of delivery.

کلیدواژه ها

Key words: COVID-19, Iranian higher education, TEFL Pre-service teachers, Online tuition, Farhangian University

وضعیت: چکیده برای ارائه به صورت پوستر پذیرفته شده است