Theoretical Perspective
The field learning period helps preservice teachers gain authentic learning experiences where they initially observe students, deal with realistic learning contexts, solve classroom problems, and manage the classroom efficiently under the supervision of university mentors (Darling-Hammond, 2017; Eksi & Gungor, 2018). During this experience, preservice teachers learn to navigate various complex tasks, which are sometimes frustrating because of their lack of self-confidence and inability to adjust to the actual context of school life, especially during practicum initiation (Ersin et al., 2020). Field experience enhances preservice teachers’ self-confidence, develops their teaching skills (Clark et al., 2015), and helps form various pedagogical skills, such as providing individualized education, building communication channels and better connections with students, and honing classroom management techniques. Another advantage of field experience is its ability to bridge theoretical coursework with real-world classroom applications. It allows preservice teachers to effectively translate knowledge into classroom practice, bolstering their confidence in conveying complex or abstract concepts to students (Hamdan, 2015). However, the transition to the COVID-19 learning environment challenged preservice teachers. They had to engage virtually during their first exposure to practice, diverging from the conventional face-to-face learning context and its associated dynamics.
During COVID-19, preservice teachers were introduced to the online practicum, which differs significantly from face-to-face instruction. Integrating technology in online classrooms affects student-teacher and student-student communication. Teachers must be skilled in utilizing technical tools to support instruction in virtual classrooms. Contrary to popular belief, technology is not a necessity for face-to-face classes. To effectively mix pedagogy, materials, and technology in their virtual classrooms, teachers in an online setting must thoroughly understand all three (Cirillo et al., 2020).
During the phase of field practices, preservice teachers undergo professional identity formation. Teachers’ professional identity is dynamic, embedded in relationships, and sensitive to contextual variables (Huang & Wang, 2024). Teaching practicum is considered crucial to preservice professional development, where their professional identities are being shaped and reshaped; several studies investigated how field practice can shape and reshape expectations, and various studies confirmed the significance of field practice as part of preservice teachers’ preparation in the formation of their professional identity (Cai et al., 2022; Guimaraes & Costa, 2022; Michos et al., 2022). However, in the postpandemic world, with the shift to online practicum and the adoption of online platforms, utilizing technology for teaching, developing virtual communication skills, and navigating remote classroom management were a novel experience that affected perversive teachers’ professional development formation (Annamalai et al., 2022; Kadir & Aziz, 2021; Özkanal et al., 2020). According to Chant et al. (2004), preservice teachers can create connections between the characteristics that define effective teaching to develop a more intricate cognitive framework and assert that, to facilitate the growth of preservice teachers into reflective practitioners, the skill of reflection must be introduced from the outset of the learning-to-teach process. This enables student teachers to comprehend the concept and cultivate their professional development.
Moreover, Harré and Van Langenhove (1999) introduced positioning theory to reveal the underlying dynamics and mechanisms of social positioning. The process of identity transformation involves analyzing the interactions between different positions. The positioning theory can reveal how professional identity transforms. This is achieved by analyzing the reasons behind a subject’s perception, rejection or adoption of different positions. Hence, this study addressed the formation of social and professional ideas among preservice teachers and its connection to constructivist theory. The author explored how Islamic education preservice teachers perceive online field practice as a constructivist learning experience, where they acquire knowledge and skills through virtual tasks and reflection. Additionally, the author investigated their approach to mitigating the risk of knowledge loss resulting from the absence of a physical classroom environment for their training.
The pandemic-related disruption affected the implementation of field practice, resulting in the assignment of virtual practicum for most schools, including Kuwait University. Practical experience at the College of Education at Kuwait University occurs in the final year of preservice teachers’ academic preparation; all the practical and theoretical requirements must be fulfilled for preservice teachers to be eligible to transition to practicum (Kızıldağ & Tuncer, 2022).
The online field experience model implemented at Kuwait University’s College of Education differs from other practices the author discussed in the literature review. Preservice teachers missed the opportunity to observe actual classes during their first two weeks, which is the central field practice component before the pandemic. The application of the online field experience has highlighted various aspects, including the fact that preservice teachers need to adapt their instructional approaches because of the transition to a virtual learning environment. Owing to the implications of their online field experience and the complexity of the novel practices they implement, preservice teachers may face various (academic and nonacademic) challenges. During this transition, they may disregard their school’s climate, culture, and expectations (Hill, 2021).