South African Pre-Service Teachers’ Experiences of Remote Online Learning When Studying a Novel in the Context of the COVID-19 Pandemic

Abstract

This article argues that despite students facing obstacles when studying remotely and online through the COVID-19 pandemic, some are able to overcome barriers to achieve their academic goals. While formal methods are used to evaluate teaching and learning, the five teacher educator researchers in this study sought to understand pre-service teachers’ experiences of this form of engagement. The South African pre-service teachers are studying to become teachers of English, and the article focusses on their experiences of studying a novel via remote online learning. Using qualitative content analysis and underpinned by the Technology Acceptance Model, the study showed that the pre-service teachers found the lack of peer collaboration and mentoring difficult, and their efforts were hampered by a lack of material resources. However, some demonstrated agency and resilience in the face of obstacles and were able to relate their experiences of lockdown to the events in the novel.

Acknowledgements

We acknowledge the pre-service teachers who participated in the study.

Declaration of interest statement

We wish to declare that the research and the article present no conflict of interest.