ABSTRACT
Early childhood Pre-service teachers (PSTs) normally carry out their practicum in physical classrooms where they can prepare, organize and implement activities that increase children's active learning, as well as where meaningful developmentally appropriate practices (DAP) are carried out. Unfortunately, PSTs are required to do their teaching practice in online classrooms due to the COVID-19 pandemic. This study aimed to explore how online practicum experiences of early childhood (EC) PSTs facilitate the development of their professional competencies. A qualitative approach using in-depth semi-structured interviews with 8 PSTs was carried out, and the data was then analyzed using thematic analysis. The finding confirmed that the PSTs, to a certain extent, had improved their professional disposition and qualities, professional skills, professional learning, and self-management skills. The finding also highlighted the importance of collaboration with families and support from mentors and preschools for the optimal development of PSTs’ professional competencies. This study recommends higher education institutions 1) revisit the teacher training curriculum for developing the professional qualities, digital skills, creativity, and adaptability for technology-integrated teaching, 2) increase the collaboration with practicum centres in order to provide an initial prior field experience for the PSTS before the start of their practicum, 3) train the PSTs in a simulated and virtual learning environment for managing and organizing online teaching and classroom activities. Altogether, this study has contributed to the growing knowledge of preparing professional competencies of teacher trainees for 21st-century teaching.
