Pedagogical and Technical Intricacies Confronted by the Pre-Service Teachers During the Virtual Internship

Abstract

The paper is intended to measure the level of the intricacies confronted by the pre-service teachers
during virtual Internship. Therefore, the investigator adopted a normative survey method to collect the
data for this study of Pre-service teachers' problems at the time of virtual Internships in Kasaragod district.
Virtual internships are online practical teaching sessions were teachers transmits complex professional skills
by working collaboratively using the support of computer and internet (Oner, 2020). The pedagogical
structuring of the content in a virtual internship is done through TPACK framework mostly (Vijayan & Joshith,
2018). Virtual internship has significantly decreased the professional anxiety of Pre –Service teachers in
blended learning environment (H. Theelen et al., 2020). So, using the normative survey method, the
investigator gathered information regarding Pre-service teacher's problems during the virtual Internships.
In this study, all the pre-service teachers studying in the Bachelor of Education Programme in Kasaragod
have been taken as the population for the study. Two hundred forty pre-service teachers were selected
as the sample of the study through simple Random sampling method. The investigator prepared the tool
to measure the problems of pedagogical aspects and technical issues confronted during the virtual
internship. The findings of the study were: 40 (16.7%) of the sample have low level, 160 (66.7%) of the
sample have moderate level and 40 (16.7%) of sample have a high level of intricacies that they are
subjected to confront during virtual Internship. The pre-service students faced pedagogical challenges
during the virtual internship. Similarly, most of the pre-service teachers faced technical issues during the
virtual internship.