TRANSITIONING TO ONLINE LEARNING: PERCEPTIONS OF PROSPECTIVE TEACHERS IN THE REPUBLIC OF TRINIDAD AND TOBAGO

The COVID-19 pandemic has created significant challenges for the worldwide educational community, particularly in universities. Since March 2020, prospective teachers in their final year of the Bachelor of Education Programme at the University of Trinidad and Tobago have been forced to experience a change in pedagogical landscape from daily face to face classes to online learning in order to ensure uninterrupted delivery. This study explores prospective teachers’ perceptions of online learning at this tertiary institution. A sample of one hundred and twenty (120) students of the programme, generally between the ages of 18 to 25 was chosen and online questionnaires and focus group interviews were used to collect data. Results indicated that teachers were generally proficient in the use of online technology required for participating in the programme but had varied perceptions on the online experience. The majority of respondents professed strong support for this mode of delivery. Major challenges included technical issues related to functioning of devices and connectivity as well as inability of the technology to assess practical demonstrations of competence effectively. Prospective teachers strongly recommended more professional development opportunities in virtual learning technology and an overall adjustment of the teacher education programmes as areas to be addressed. There is a great likelihood that online learning will form the new pedagogical landscape not only at universities but also for primary and secondary schools in Trinidad and Tobago.