A model for flexible learning in graduate teacher education programs

Abstract

This study aimed to develop a model for flexible learning (FL) appropriate to graduate teacher education programs (GTEP) based on the different practices of the graduate faculty and students in a teacher education institution (TEI) before and during the COVID-19 pandemic. A multimethods approach was employed, utilizing survey questionnaires, semi-structured interviews, and focus group discussions (FGD). Data were collected from 215 graduate students and 43 graduate faculty members who were selected through convenience sampling. The study resulted in the development of a model of FL for GTEP (MFL-GTEP), reflected in an outcome-based syllabus that highlights 10 areas of FL, all beginning with P: purpose, process, pedagogy, platform, people, place, pace, performance, product, and policy of learning. The MFL-GTEP promotes self-agency, self-regulation, and self-determination among education professionals pursuing GTEP. The challenges that graduate faculty and students experience in the implementation of FL are addressed in the (MFL-GTEP) to make the model more relevant, inclusive, and sustainable in a graduate teacher education program.