Abstract:

The process model CoLearnITT—cooperative learning for initial teacher training––showed its efficiency when applying it face-to-face classes in higher education. During the COVID-19 pandemic, the challenge was to continue to practice this process model for teachers' training online. The purpose of the study was to explore pre-service teachers' experiences during their training in teaching interactively in a Virtual F2F class. This study used a qualitative methodology. The research design was a case study and action research, as the aim was to understand participants' experiences and to adjust the CoLearnITT process model for virtual classes. The participants were 27 students from the Pedagogy of Preschool and Primary School academic program that benefited from the training model in a virtual F2F class. Data collection comprised focus group discussion, reflective journals, lesson plans, course evaluation forms, and observations. The emerging themes revealed participants' empowering experiences during training, with challenges in applying interactive teaching strategies in their micro-teaching session for Virtual F2F lessons. Yet, they successfully conducted micro-teaching and transferred the interactive teaching strategies from the classroom to their workplace. The participants recommended including more micro-teaching sessions to master all the interactive teaching strategies presented and demonstrated during training. Furthermore, the recommendation is to apply the training model––including the CoLearnITT process model––for in-service teachers from K-12 education and higher education.

Keywords:

Virtual F2F class, training model, case study, action research, cooperative learning, teaching skills, Romania.