Evaluating the Effectiveness of the Online Student Teaching Internship: Input for Teacher Education Intervention Plan

Abstract

Teaching internship is a practical training experience designed for pre-service teachers to develop their teaching skills in a real-world setting. Typically, interns work under the guidance of experienced teachers, allowing them to plan lessons, interact with students, and gain firsthand knowledge of classroom management. The COVID-19 pandemic prompted a rapid shift to online learning, including teaching internship.  This study assessed the effectiveness of the online teaching internship program, with 43 pre-service teachers participating as respondents. The mixed-method sequential explanatory research design was used, incorporating both quantitative and qualitative data collection.  Survey questionnaires collected quantitative data, while virtual interviews provided qualitative insights. Interview transcripts were systematically coded, categorized, and analyzed thematically. Findings revealed that pre-service teachers were highly satisfied with the knowledge, skills, attitudes, and personal development gained through the online teaching internship. However, pedagogical skill development emerged as the weakest area. No significant relationships were identified between participants' age, gender, field of specialization, or school assignment and their perceptions of the program’s effectiveness. Four key challenges were identified in implementing online student teaching internships: technology availability and accessibility, learning assessment, classroom management, and student engagement. Based on these findings, recommendations were made to strengthen the program, including enhancing administrative and technical support, refining online assessment methods, and integrating more opportunities for direct interaction between pre-service teachers and their mentors.