Concerns of Pre-Service Spanish Teachers During the Pandemic Versus the Pre-Pandemic and Post-Pandemic Periods in Portugal
DOI:
https://doi.org/10.21814/rpe.35360Keywords:
Pre-service Teacher Training, Teaching Practice, Spanish as a Foreign Language, Reflective Portfolio, (Post)PandemicAbstract
The COVID-19 pandemic led to changes in teaching modalities and methodologies that posed a significant challenge for teachers, especially for those in initial training who undertook their teaching practice during this period. These individuals, with little to no previous experience and without proper preparation, had to adapt to remote teaching and, later, to the restrictions imposed once face-to-face classes resumed.
This research presents the results of the analysis of reflective portfolios of student-teachers who were undertaking their teaching practice within the framework of the official master's degrees in language teaching (Portuguese/Spanish and English/Spanish) at the Faculty of Arts and Humanities of the University of Porto, from the 2019-2020 to 2021-2022 academic years, in order to understand their interests and concerns during the pandemic period. Additionally, the portfolios of student-teachers undertaking their teaching practice in the 2022-2023 academic year are analysed to compare the results between these two groups and also with another study conducted in the same context before the COVID-19 pandemic. The findings highlight the difficulties teachers faced in adapting to the demands of the new educational scenario in terms of planning, classroom management, and emotional management, as well as the importance given to ICT, an aspect that continues post-pandemic and was not significantly valued in the pre-pandemic period.
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