From theory to practice: pre-service teacher transitions in hybrid flexible learning internships
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https://doi.org/10.17979/sportis.2025.11.4.11684Abstract
This study examined the experiences of Physical Education (PE) pre-service teachers (PSTs) during their internships in the middle of the shift from the new normal to hybrid learning settings. The data was gathered by analyzing the reflections of pre-service teachers (PSTs) regarding their preparations, adaptations, problems, best practices, and recommendations through interviews, and focus group discussions (FGD) via a Phenomenological approach. The findings indicated that although pre-service teachers (PSTs) had a solid understanding of fundamental information and abilities, they had considerable difficulties in establishing efficient communication, handling a varied range of students, and adjusting to technology platforms. Notwithstanding these obstacles, pre-service teachers (PSTs) devised tactics such as incorporating technology, working together, and focusing on the needs of the learners to successfully navigate the challenges of hybrid teaching. The study highlights the importance of thorough pre-service teacher training that focuses on developing technology expertise, versatility in teaching methods, and strong communication abilities. Suggested actions consist of creating a PST handbook, fostering more cooperation among universities, schools, and collaborating teachers, and conducting additional research on the TPACK model within the framework of hybrid learning.
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