Learning online and teaching face to face: exploring the planned and enacted conception of teaching of preservice teachers on school placement

This research delved into the experiences of a group of preservice teachers (PSTs) who were taught online and participated in teaching in person as part of their school placement. The study analysed the planning and reflection documents of 101 PSTs, as well as evaluations from their instructors, using a thematic and document analysis. The findings showed that PSTs exhibited strong planning abilities, and a solid understanding of teaching skills. However, these PSTs struggled in managing the classroom and individualising instruction. It is proposed that future teachers’ learning occurred through an ongoing process of construction and refinement across formal and informal educational settings, although the transfer of learning remains inconclusive.