The DOI matches its Crossref record; 3 of the 3 references it cites were found in a registry or an index.
Virtual internships in blended environments to prepare preservice teachers for the professional teaching context
Open accessAbstract
This study investigated to what extent virtual internships in teacher education were able to reduce Preservice Teachers’ (PSTs) professional anxiety. Simultaneously, this study investigated how virtual internships in blended learning environments were evaluated by PSTs in terms of technological, social and educational affordances. PSTs followed virtual internships during two different Educational Pedagogy Master’s courses (27 and 16 participants) in a teacher education programme. A mixed methods design was employed, consisting of pre‐ and post‐test questionnaires, a focus group interview and individual interviews. A significant decrease was found in PSTs’ professional anxiety after having followed Virtual Internship 2. PSTs reported they obtained a more realistic image of teaching and felt better prepared for teaching in practice. Furthermore, regarding technological affordances, system usability was considered between acceptable and good. Concerning social affordances, PSTs appreciated collaboration within the virtual internships. As an educational affordance, it appeared that learning from videos with authentic classroom events is a good preparation for the professional teaching context. According to the PSTs, the scenarios within virtual internships could be improved in terms of authenticity and personalisation by offering more details and background information. The results of this study imply that virtual internships can be useful assets for teacher education.
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“Out of the social affordances of online tools, collaboration was seen as a key feature (Theelen et al. 2020) and an effective approach to social presence included consistent participation, prompt communication, regular group discussion, timely and relevant contributions and commitment to the task (Vinagre 2017).”
From COVID-19 and teacher education: a literature review of online teaching and learning practices (2020) · cites this paper as Theelen et al. 2020
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Cited by
COVID-19 and teacher education: a literature review of online teaching and learning practices
Carrillo, C., & Flores, M. A. (2020) · European Journal of Teacher Education · doi:10.1080/02619768.2020.1821184 · Cited by 1,019
Metadata
- Authors
- Theelen, H., Willems, M. C., van den Beemt, A., Conijn, R., & den Brok, P.
- Affiliations
- Tilburg University (NL)
- Corresponding author
- Theelen, H.
- Venue
- British Journal of Educational Technology
- Publisher
- Wiley
- Published
- 2019-03-06
- Volume
- 51
- Issue
- 1
- Pages
- 194-210
- ISSN
- 0007-1013 (ISSN-L)
- 1467-8535
- OpenAlex
- W2921022186
- Cited by
- 59
- References
- 3
- Citations by year
- 2026: 1 · 2025: 6 · 2024: 9 · 2023: 9 · 2022: 17 · 2021: 10 · 2020: 7
- FWCI
- 22.95
- Type
- journal article
- Language
- en
- Open access
- hybrid
- doi.org
- Licence
- Locations
- British Journal of Educational Technology (publishedVersion, cc-by-nc)
- Socio-Environmental Systems Modeling (acceptedVersion, cc-by-nc)
- TU/e Research Portal (submittedVersion)
- TU/e Research Portal (submittedVersion, other-oa)
- Data Archiving and Networked Services (DANS) (submittedVersion, cc-by-nc)
- Funders
- Technische Universiteit Eindhoven
- Nederlandse Organisatie voor Wetenschappelijk Onderzoek (023.009.002)
- Topics
- Social Sciences › Education › Teacher Education and Leadership Studies
- Social Sciences › Education › Online and Blended Learning
- Physical Sciences › Computer Science › Information Systems › Educational Technology and E-Learning
- Keywords
- virtual internships, pre-service teachers, teacher professional development, professional anxiety, blended learning environments, technology affordances, social affordances, educational affordances, system usability, video-based classroom observation, teaching practicum preparation
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- Theelen, H., Willems, M. C., van den Beemt, A., Conijn, R., & den Brok, P. (2020). Virtual internships in blended environments to prepare preservice teachers for the professional teaching context. British Journal of Educational Technology. https://doi.org/10.1111/bjet.12760
Data sources
Bibliographic data: Semantic Scholar, OpenAlex, Crossref.
Contains information from the Semantic Scholar Academic Graph Datasets, made available under the ODC Attribution License (ODC-BY 1.0).
Semantic Scholar’s data is described in: Kinney, R., et al. (2023). The Semantic Scholar Open Data Platform. arXiv:2301.10140.
