Preservice Teachers’ Beliefs about Their Future Teaching due ...

Work thumb

Views: 76

  • Title: Preservice Teachers’ Beliefs about Their Future Teaching due to Their Massive Online Learning Experience
  • Author(s): Adva Margaliot
  • Publisher: Common Ground Research Networks
  • Collection: Common Ground Research Networks
  • Series: Common Ground Open
  • Journal Title: Ubiquitous Learning: An International Journal
  • Keywords: Beliefs about Future Online Teaching, Cognitive Orientation, System of Dynamic Personality Change, Emergency Remote Teaching (ERT), Teacher Education
  • Volume: 17
  • Issue: 1
  • Date: August 18, 2023
  • ISSN: 1835-9795 (Print)
  • DOI:
  • Citation: Margaliot, Adva. 2023. "Preservice Teachers’ Beliefs about Their Future Teaching due to Their Massive Online Learning Experience." Ubiquitous Learning: An International Journal 17 (1): 35-51. doi:10.18848/1835-9795/CGP/v17i01/35-51.
  • Extent: 17 pages

Open Access

Copyright © 2023, Common Ground Research Networks, Some Rights Reserved, (CC BY-NC-ND 4.0)
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License

View License


This study sought to identify changes in preservice teachers’ beliefs toward steps they should take in future online teaching based on their massive emergency online learning experience during the pandemic. The data were collected from 378 respondents after one semester of emergency remote learning, via a combined qualitative and quantitative questionnaire. Findings indicate moderate levels of belief both for themselves as learners and for their future online teaching goals. The higher level of beliefs about the latter suggests that emergency remote learning positively influences beliefs about future online teaching. Responses to the questionnaire, based on cognitive orientation theory and the system of dynamic personality change, yielded five beliefs about actions required in future online teaching: mediation of meaning, flexibility, entrepreneurship, applying social–humanistic approaches, and diversity as constructing learning. This article’s uniqueness lies in identifying five teaching actions that must be related to future teaching–learning structures. These actions intertwine and constitute a dynamic open system that both undergoes internal changes and maintains reciprocally influencing contact with the environment.