Prepared to Teach Using Technology, but Not Prepared to Teach Online: A Case of Early Childhood Pre-service Teachers in the United Arab Emirates

Abstract

The global pandemic of COVID-19 has affected teacher training institutions across the globe and many of the pre-service teachers had to complete their field experiences online. The purpose of this article is to explore pre-service teachers’ preparedness to teach online, in the early childhood phase using technology. This paper is guided by two critical questions which focused on pre-service teachers’ experiences of conducting their field experience online and preparedness to teach young children using technology. Social Learning Theory was adopted as the theoretical framework for conducting the present study. The study was conducted using a qualitative case study within an interpretive paradigm. Twenty-five pre-service teachers were purposely selected to complete an open-ended questionnaire. Results revealed that pre-service teachers enjoyed online field experience because of its flexibility. In as much as they feel prepared to teach young children using technology on a face-to-face basis, the pre-service teachers paradoxically seem unprepared to teach online classes.