ZOOMING IN ON TEACHER EDUCATION: PRESERVICE TEACHERS' PERCEPTIONS OF VIDEOCONFERENCING DURING COVID-19
Keywords:
videoconferencing, teacher education, COVID-19, constructivism, Zoom, Breakout Rooms, online interactions, gender differences, higher education, empirical researchAbstract
This study examines the impact of videoconferencing on preservice teachers' learning experiences during the COVID-19 pandemic. Using a constructivist perspective on learning, the authors focus on preservice teachers' interactions and perceptions of Zoom's videoconferencing platform, particularly the use of Breakout Rooms. Qualitative data were collected from Zoom recordings, which were analyzed by identifying and categorizing interactions based on conversation codes. The findings indicate that despite the challenges of remote learning and social isolation, students developed relationships and valued their online interactions. However, some gender differences were observed in the ways students valued these interactions. The study concludes with recommendations for the use of videoconferencing in higher education and underscores the need for further empirical research.
