Using Flipgrid for teaching practice: Pre-service student teachers’ reflections and lessons learnt
DOI:
https://doi.org/10.21100/compass.v15i2.1299Keywords:
Teaching practice, virtual teaching, FlipgridAbstract
Owing to the COVID-19 pandemic, South African universities have, like other universities worldwide, been faced with the transition from face-to-face classes to online teaching. Teaching practice (TP) coordinators (university lecturers responsible for the work-integrated learning component of teacher training programmes) found themselves having to improvise and innovate to meet this sudden pedagogical change by revisiting conventional TP models and approaches and finding new ways to give student teachers valid and constructive alternatives to face-to-face classes when these were suspended (Carrillo and Flores, 2020; Hojeij and Baroudi, 2021; Sepulveda-Escobar and Morrison, 2020). From the perspective of pre-service student teachers at a South African university, this case study reviews the effectiveness of ‘Flipgrid’, a social-learning video platform, which was successfully integrated into a third-year TP module. One of its greatest strengths proves to be its ability to provide pre-service student teachers with the opportunity to gain confidence in their teaching abilities.References
Carrillo, C., & Flores, M. A. (2020). COVID-19 and teacher education: A literature review of online teaching and learning practices. European Journal of Teacher Education, 43(4), 466-487.
Green, T., & Green, J. (2018). Flipgrid: Adding voice and video to online discussions. TechTrends, 62(1), 128-130.
Hojeij, Z., & Baroudi, S. (2021). Engaging Pre-Service Teachers in Virtual Field Experience During COVID-19: Designing a Framework to Inform the Practice. International Journal of Distance Education Technologies, 19(3), 14-32.
McClure, C., & McAndrews, L. (2016). Going native to reach the digital natives: New technologies for the classroom. https://lib.dr.iastate.edu/itaa_proceedings/2016/presentations/135 [Accessed 5 October 2021].
Sepulveda-Escobar, P., & Morrison, A. (2020). Online teaching placement during the COVID-19 pandemic in Chile: challenges and opportunities. European Journal of Teacher Education, 43(4), 587-607.
Shulman, L. S. (1987). “Knowledge and Teaching: Foundations of the New Reforms.†Harvard Educational Review 57 (1): 1-23. doi:10.17763/haer.57.1.j463w79r56455411
Stoszkowski, J. R. (2018). Using Flipgrid to develop social learning. Compass: Journal of Learning and Teaching, 11(2), 1-4.
Stoszkowski, J., Hodgkinson, A., & Collins, D. (2021). Using Flipgrid to improve reflection: a collaborative online approach to coach development. Physical Education and Sport Pedagogy, 26(2), 167-178.
Taylor, C., & Hinchman, T. (2020). Strategies for using Flipgrid in the education. US-China Education Review, 10(1), 26-31.
Downloads
Additional Files
Published
Issue
Section
License
Compass: Journal of Learning & Teaching provides immediate open access to its content on the principle that making research freely available to the public supports a more equitable global exchange of knowledge.
Â
Works are released under the default licence of Creative Commons Attribution 4.0 International (CC BY) licence, which provides unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. If authors require a divergent licence, please contact [happy to have 'the Scholarly Communications Manager' (ks8035h@gre.ac.uk) listed here if that is easier.]
Â
Authors of articles published in Compass: Journal of Learning & Teaching remain the copyright holders to their published work and grant third parties the right to use, reproduce, and share the article according to terms of the Creative Commons license agreement applied to the work by Compass: Journal of Learning & Teaching.
Â
Self-archiving policy: authors are permitted, and encouraged, to deposit any version of their article - submitted, accepted, and published versions - in subject and institutional repositories at any time.Â
Â
If you have any queries about the choice of license, or which to discuss other options, please contact the Scholarly Communications Manager at scholarlycommunications@greenwich.ac.uk.