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Opinions of Pre-service English Teachers on Distance Practicum in the Covid-19 period: An example from Turkey

Yıl 2023, Cilt: 12 Sayı: 1, 85 - 96, 30.01.2023
https://doi.org/10.14686/buefad.1002223

Öz

Within the context of distant practicum procedures implemented during the coronavirus (COVID-19) period, the aim of this study is to highlight the experiences and views of pre-service English teachers on e-practicum. The study also examines whether pre-service teachers’ experiences contrasted with what they expected from the standard practicum procedures. The participants of the study included 20 fourth-year prospective English teachers studying at a Turkish university. Data were collected through standardized open-ended interview questions and content analysis was used to categorize the responses. The findings of this study in general show that teaching practicum is a significant part of teacher education programs as pre-service teachers believe that it particularly supports gaining teaching experience in a real school environment. However, the outbreak of the COVID-19 pandemic has led teaching practicum to be sustained as a part of distance education which has caused certain drawbacks especially in terms of lacking face-to face teaching experience. Findings revealed that distant practicum during the COVID-19 had more negative sides for the participants than positive ones. Participants expressed their demands for e-practicum regulations that address all aspects of the teaching profession and give them the opportunity to put theory into practice.

Kaynakça

  • Atay, D. (2007). Beginning teacher efficacy and the practicum in an EFL context. Teacher Development 11(2), 203-219. https://doi.org/10.1080/13664530701414720.
  • Baker, C., Wuest, J., & Stern., P. N. (1992). Method slurring: the grounded theory/phenomenology example. Journal of advanced nursing 17 (11), 1355–1360. https://doi.org/10.1111/j.1365-2648.1992.tb01859.x.
  • Burns, A., & Richards., J. C. (2009). The Cambridge Guide to Second Language Teacher Education. Cambridge University Press.
  • Celen, K. M., & Akcan., S. (2017). Evaluation of an ELT practicum programme from the perspectives of supervisors student teachers and graduates. Journal of Teacher Education and Educators, 6(3), 251–274.
  • Chan, H. (2020, Februrary, 06). With on-campus classes suspended amid coronavirus, Hong Kong student unions push for partial refunds. South China Morning Post. Retrieved from https://www.scmp.com/news/hong-kong/education/article/3049206/coronavirus-campus-classes-suspendedhong-kong-student.
  • Collinson, V., Kozina, E., Lin, Y.K., Ling, L., Matheson, I., Newcombe, L., & Zogla, I. (2009). Professional development for teachers: A world of change. European Journal of Teacher Education, 32(1), 3-19. doi: 10.1080/02619760802553022.
  • Donitsa-Schmidt, S., & Ramot, R. (2020). Opportunities and challenges: teacher education in Israel in the Covid-19 pandemic. Journal of Education for Teaching. doi: 10.1080/02607476.2020.1799708.
  • Dörnyei, Z. (2007). Research methods in applied linguistics. Oxford University Press.
  • Duraku, Z. H., & Nagavci, M. (2020). The impact of the COVID-19 pandemic on the education of children with disabilities. doi: 10.13140/RG.2.2.17807.41125. Preprint retrieved on 30 August 2020 from https://www.researchgate.net/publication/342282642_The_impact_of_the_COVID-19_pandemic_on_the_education_of_children_with_disabilities.
  • Ersin, P., Atay, D, & Mede, E. (2020). Boosting preservice teachers’ competence and online teaching readiness through e-practicum during the COVID-19 outbreak. International Journal of TESOL Studies, 2(2), 112-124. doi: 10.46451/ijts.2020.09.09.
  • Farrell, T. S. (2018). Second language teacher education and future directions. In J. I. Liontas (Ed.) The TESOL encyclopedia of English language teaching, (pp. 1-7). Wiley/Blackwell Publishers.
  • Flores, M. A., & Gago, M. (2020). Teacher education in times of COVID-19 pandemic in Portugal: national, institutional and pedagogical responses. Journal of Education for Teaching. doi:10.1080/02607476.2020.1799709.
  • Fraenkel, J. R., Wallen, N. E., & Hyun, H. H. (2012). How to design and evaluate research in education. (8th ed.). Mc Graw Hill.
  • Freeman, D., & Johnson, K. E. (1998). Reconceptualizing the knowledge-base of language teacher education. TESOL Quarterly, 32, 397417. http://dx.doi.org/10.2307/3588114.
  • Gebhard, J. G. (2009). The Practicum. In A. Burns and J.C. Richards (Eds.). Second Language Teacher Education (pp. 250-258). Cambridge University Press.
  • Guo, X., & Wang, Q. (2009). A study on the relationship between teaching practicum and professional development of pre-service EFL teacher. Foreign Languages and Their Teaching 3, 28-33.
  • Hascher, T., Cocard Y., & Moser, P. (2004). Forget about theory—practice is all? Student teachers' learning in practicum. Teachers and Teaching, 10(6), 623-637. doi: 10.1080/1354060042000304800.
  • Hsieh, H. F., & Shannon., S. E. (2005). Three approaches to qualitative content analysis. Qualitative Health Research, 15(9), 1277-1288. doi:10.1177/1049732305276687.
  • İşcan, S. (2017). The Opinions of Prospective Teachers on Practicum Course. International Journal of Liberal Arts and Social Science, 5(9). Retrieved from https://ijlass.org/data/frontImages/gallery/Vol._5_No._9/3.23-28.pdf.
  • Johnson, K. E. (2009). Second language teacher education: A sociocultural perspective. Routledge.
  • Kırmızı, Ö., & Tosuncuoglu, İ. (2019). Becoming reflective practitioners: A case study of four beginning pre-service EFL teachers in Turkey. English Language Teaching, 12(4), 127-138. doi:10.5539/elt.v12n4p127.
  • Kim, J. (2020). Learning and teaching online during Covid-19: Experiences of student teachers in an early childhood education practicum. IJEC 52, 145–158. https://doi.org/10.1007/s13158-020-00272-6.
  • Köksal, D., & Genç, G. (2019). Learning while teaching: Student teachers’ reflections on their teaching practicum. Journal of Language and Linguistic Studies, 15(3), 895-913.
  • Lombard, M., Snyder-Duch, J., & Bracken, C. C. (2010). Practical resources for assessing and reporting intercoder reliability in content analysis research projects. Intercoder Reliability. Retrieved on 02 September 2020 from <http://astro.temple.edu/~lombard/reliability/>.
  • McHugh, M. L. (2012). Interrater reliability: the kappa statistic. Biochemia Medica, 22(3), 276-82. doi: 10.11613/BM.2012.031.
  • Mirici, İ., & Ölmez-Çağlar, F. (2017). Reflections on practicum experiences of non-ELT student teachers in Turkey. International Association of Research in Foreign Language Education and Applied Linguistics ELT Research Journal 2017, 6(3), 276-292.
  • Moyo, N. (2020). COVID-19 and the future of practicum in teacher education in Zimbabwe: rethinking the ‘new normal’ in quality assurance for teacher certification. Journal of Education for Teaching. doi:10.1080/02607476.2020.1802702.
  • Pham L. T. T., Nguyen, T. V., Ho, T. T., Hoang, N. T. M., & Pham, T. V. P. (2020). Teaching practicum: The impacts on classroom management skills of novice lecturers. Journal of Science Ho Chi Minh City Open University, 10(3), 29-42. doi:10.46223/HCMCOUJS. soci.en.10.1.570.2020.
  • Richards, J. C. (2008). Second language teacher education today. RELC Journal, 39(2), 158–177. doi:10.1177/0033688208092182.
  • Richards,J. C., & Farrell, T. S. C. (2011). Practice teaching: A reflective approach. Cambridge University Press.
  • Sasaki, R., Goff, W., Dowsett, A., Paroissien, D., Matthies J., Di Iorio, C., Montey, S., Rowe, S., & Puddy, G. (2020). The practicum experience during Covid-19 – supporting pre-service teachers practicum experience through a simulated classroom. Journal of Technology and Teacher Education, 28(2), 329-339.
  • Stenbom, S., Jansson, M., & Hulkko, A. (2016). Revising the community of inquiry framework for the analysis of one-to-one online learning relationships. The International Review of Research in Open and Distributed Learning, 17(3). https://doi.org/10.19173/irrodl.v17i3.2068.
  • Tinsley, H. E. A., & Weiss., D. J. (2000). Interrater reliability and agreement. In H. E. A. Tinsley, & S. D. Brown (Eds.), Handbook of Applied Multivariate Statistics and Mathematical Modelling (pp. 95-124). Academic Press.
  • Yıldırım, A., & Şimşek, H. (2018). Sosyal Bilimler Nitel Araştırma Yöntemleri (11. Baskı) [Social Sciences Qualitative Research Methods. (11th ed.)]. Ankara: Seçkin Yayıncılık.
  • Yıldız, M., Geçikli, M., & Yeşilyurt, S. (2016). Turkish prospective English teachers’ reflections on teaching practice. Universal Journal of Educational Research, 4(4), 696-703. doi: 10.13189/ujer.2016.040406.
  • YÖK (Yüksek Öğretim Kurumu). (2007). Teacher education and education faculties. Ankara: YÖK Publications.
  • YÖK (Yüksek Öğretim Kurumu). (2020). Öğretmenlik Uygulamaları [Teaching Practices]. YÖK, 06 April 2020.

İngilizce Öğretmen Adaylarının Covid-19 Döneminde Uzaktan Öğretmenlik Uygulamasına İlişkin Görüşleri: Türkiye'den Bir Örnek

Yıl 2023, Cilt: 12 Sayı: 1, 85 - 96, 30.01.2023
https://doi.org/10.14686/buefad.1002223

Öz

Bu çalışmanın amacı, koronovirüs (COVID-19) döneminde uygulanan uzaktan öğretmenlik uygulaması süreci bağlamında, İngilizce öğretmen adaylarının çevrimiçi öğretmenlik uygulaması hakkında deneyimlerini ve görüşlerini ortaya çıkarmaktır. Çalışma aynı zamanda İngilizce öğretmen adaylarının deneyimlerinin daha önceki öğretmenlik uygulaması kapsamındaki beklentilerinden farklı olup olmadığını incelemektedir. Çalışmanın katılımcıları Türkiye'de bir üniversitede öğrenim gören 20 dördüncü sınıf İngilizce öğretmen adayından oluşmaktadır. Çalışmada veriler, standartlaştırılmış açık uçlu görüşme sorular yoluyla toplanmış ve verilen yanıtları kategorizeleştirmek için içerik analizi kullanılmıştır. Bu araştırmanın bulguları genel olarak, öğretmenlik uygulamasının özellikle öğretmen adaylarının gerçek bir okul ortamında öğretmenlik deneyimi kazanmayı desteklediğine inandıklarını, dolayısıyla öğretmen yetiştirme programlarının önemli bir parçası olduğunu gösterdiğini ortaya çıkarmıştır. Ancak, COVID-19 salgınının ortaya çıkması, öğretmenlik uygulamasının özellikle yüz yüze öğretmenlik deneyiminin yapılamaması açısından bazı dezavantajlara neden olan uzaktan eğitimin bir parçası olarak sürdürülmesine yol açmıştır. Katılımcılar, pandemi döneminin uzaktan öğretmenlik uygulamasını olumsuz açıdan etkileyerek genel anlamda öğretmenlik deneyiminden beklentileriyle çeliştiğini ifade etmişlerdir. Bulgular aynı zamanda, COVID-19 döneminde uzaktan öğretmenlik uygulamasının katılımcılara göre olumlu yönlerinden çok olumsuz yönlerinin daha fazla olduğunu ortaya çıkarmıştır. Katılımcılar, öğretmenlik mesleğinin tüm yönlerini ele alan ve onlara teoriyi pratiğe geçirme fırsatı veren çevrimiçi uygulama düzenlemeleri isteklerini dile getirmişlerdir.

Kaynakça

  • Atay, D. (2007). Beginning teacher efficacy and the practicum in an EFL context. Teacher Development 11(2), 203-219. https://doi.org/10.1080/13664530701414720.
  • Baker, C., Wuest, J., & Stern., P. N. (1992). Method slurring: the grounded theory/phenomenology example. Journal of advanced nursing 17 (11), 1355–1360. https://doi.org/10.1111/j.1365-2648.1992.tb01859.x.
  • Burns, A., & Richards., J. C. (2009). The Cambridge Guide to Second Language Teacher Education. Cambridge University Press.
  • Celen, K. M., & Akcan., S. (2017). Evaluation of an ELT practicum programme from the perspectives of supervisors student teachers and graduates. Journal of Teacher Education and Educators, 6(3), 251–274.
  • Chan, H. (2020, Februrary, 06). With on-campus classes suspended amid coronavirus, Hong Kong student unions push for partial refunds. South China Morning Post. Retrieved from https://www.scmp.com/news/hong-kong/education/article/3049206/coronavirus-campus-classes-suspendedhong-kong-student.
  • Collinson, V., Kozina, E., Lin, Y.K., Ling, L., Matheson, I., Newcombe, L., & Zogla, I. (2009). Professional development for teachers: A world of change. European Journal of Teacher Education, 32(1), 3-19. doi: 10.1080/02619760802553022.
  • Donitsa-Schmidt, S., & Ramot, R. (2020). Opportunities and challenges: teacher education in Israel in the Covid-19 pandemic. Journal of Education for Teaching. doi: 10.1080/02607476.2020.1799708.
  • Dörnyei, Z. (2007). Research methods in applied linguistics. Oxford University Press.
  • Duraku, Z. H., & Nagavci, M. (2020). The impact of the COVID-19 pandemic on the education of children with disabilities. doi: 10.13140/RG.2.2.17807.41125. Preprint retrieved on 30 August 2020 from https://www.researchgate.net/publication/342282642_The_impact_of_the_COVID-19_pandemic_on_the_education_of_children_with_disabilities.
  • Ersin, P., Atay, D, & Mede, E. (2020). Boosting preservice teachers’ competence and online teaching readiness through e-practicum during the COVID-19 outbreak. International Journal of TESOL Studies, 2(2), 112-124. doi: 10.46451/ijts.2020.09.09.
  • Farrell, T. S. (2018). Second language teacher education and future directions. In J. I. Liontas (Ed.) The TESOL encyclopedia of English language teaching, (pp. 1-7). Wiley/Blackwell Publishers.
  • Flores, M. A., & Gago, M. (2020). Teacher education in times of COVID-19 pandemic in Portugal: national, institutional and pedagogical responses. Journal of Education for Teaching. doi:10.1080/02607476.2020.1799709.
  • Fraenkel, J. R., Wallen, N. E., & Hyun, H. H. (2012). How to design and evaluate research in education. (8th ed.). Mc Graw Hill.
  • Freeman, D., & Johnson, K. E. (1998). Reconceptualizing the knowledge-base of language teacher education. TESOL Quarterly, 32, 397417. http://dx.doi.org/10.2307/3588114.
  • Gebhard, J. G. (2009). The Practicum. In A. Burns and J.C. Richards (Eds.). Second Language Teacher Education (pp. 250-258). Cambridge University Press.
  • Guo, X., & Wang, Q. (2009). A study on the relationship between teaching practicum and professional development of pre-service EFL teacher. Foreign Languages and Their Teaching 3, 28-33.
  • Hascher, T., Cocard Y., & Moser, P. (2004). Forget about theory—practice is all? Student teachers' learning in practicum. Teachers and Teaching, 10(6), 623-637. doi: 10.1080/1354060042000304800.
  • Hsieh, H. F., & Shannon., S. E. (2005). Three approaches to qualitative content analysis. Qualitative Health Research, 15(9), 1277-1288. doi:10.1177/1049732305276687.
  • İşcan, S. (2017). The Opinions of Prospective Teachers on Practicum Course. International Journal of Liberal Arts and Social Science, 5(9). Retrieved from https://ijlass.org/data/frontImages/gallery/Vol._5_No._9/3.23-28.pdf.
  • Johnson, K. E. (2009). Second language teacher education: A sociocultural perspective. Routledge.
  • Kırmızı, Ö., & Tosuncuoglu, İ. (2019). Becoming reflective practitioners: A case study of four beginning pre-service EFL teachers in Turkey. English Language Teaching, 12(4), 127-138. doi:10.5539/elt.v12n4p127.
  • Kim, J. (2020). Learning and teaching online during Covid-19: Experiences of student teachers in an early childhood education practicum. IJEC 52, 145–158. https://doi.org/10.1007/s13158-020-00272-6.
  • Köksal, D., & Genç, G. (2019). Learning while teaching: Student teachers’ reflections on their teaching practicum. Journal of Language and Linguistic Studies, 15(3), 895-913.
  • Lombard, M., Snyder-Duch, J., & Bracken, C. C. (2010). Practical resources for assessing and reporting intercoder reliability in content analysis research projects. Intercoder Reliability. Retrieved on 02 September 2020 from <http://astro.temple.edu/~lombard/reliability/>.
  • McHugh, M. L. (2012). Interrater reliability: the kappa statistic. Biochemia Medica, 22(3), 276-82. doi: 10.11613/BM.2012.031.
  • Mirici, İ., & Ölmez-Çağlar, F. (2017). Reflections on practicum experiences of non-ELT student teachers in Turkey. International Association of Research in Foreign Language Education and Applied Linguistics ELT Research Journal 2017, 6(3), 276-292.
  • Moyo, N. (2020). COVID-19 and the future of practicum in teacher education in Zimbabwe: rethinking the ‘new normal’ in quality assurance for teacher certification. Journal of Education for Teaching. doi:10.1080/02607476.2020.1802702.
  • Pham L. T. T., Nguyen, T. V., Ho, T. T., Hoang, N. T. M., & Pham, T. V. P. (2020). Teaching practicum: The impacts on classroom management skills of novice lecturers. Journal of Science Ho Chi Minh City Open University, 10(3), 29-42. doi:10.46223/HCMCOUJS. soci.en.10.1.570.2020.
  • Richards, J. C. (2008). Second language teacher education today. RELC Journal, 39(2), 158–177. doi:10.1177/0033688208092182.
  • Richards,J. C., & Farrell, T. S. C. (2011). Practice teaching: A reflective approach. Cambridge University Press.
  • Sasaki, R., Goff, W., Dowsett, A., Paroissien, D., Matthies J., Di Iorio, C., Montey, S., Rowe, S., & Puddy, G. (2020). The practicum experience during Covid-19 – supporting pre-service teachers practicum experience through a simulated classroom. Journal of Technology and Teacher Education, 28(2), 329-339.
  • Stenbom, S., Jansson, M., & Hulkko, A. (2016). Revising the community of inquiry framework for the analysis of one-to-one online learning relationships. The International Review of Research in Open and Distributed Learning, 17(3). https://doi.org/10.19173/irrodl.v17i3.2068.
  • Tinsley, H. E. A., & Weiss., D. J. (2000). Interrater reliability and agreement. In H. E. A. Tinsley, & S. D. Brown (Eds.), Handbook of Applied Multivariate Statistics and Mathematical Modelling (pp. 95-124). Academic Press.
  • Yıldırım, A., & Şimşek, H. (2018). Sosyal Bilimler Nitel Araştırma Yöntemleri (11. Baskı) [Social Sciences Qualitative Research Methods. (11th ed.)]. Ankara: Seçkin Yayıncılık.
  • Yıldız, M., Geçikli, M., & Yeşilyurt, S. (2016). Turkish prospective English teachers’ reflections on teaching practice. Universal Journal of Educational Research, 4(4), 696-703. doi: 10.13189/ujer.2016.040406.
  • YÖK (Yüksek Öğretim Kurumu). (2007). Teacher education and education faculties. Ankara: YÖK Publications.
  • YÖK (Yüksek Öğretim Kurumu). (2020). Öğretmenlik Uygulamaları [Teaching Practices]. YÖK, 06 April 2020.
Toplam 37 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Konular Alan Eğitimleri
Bölüm Makaleler
Yazarlar

Sinem Dündar 0000-0001-5076-2087

Emre Guvendir 0000-0003-3088-0136

Erken Görünüm Tarihi 20 Ocak 2023
Yayımlanma Tarihi 30 Ocak 2023
Yayımlandığı Sayı Yıl 2023 Cilt: 12 Sayı: 1

Kaynak Göster

APA Dündar, S., & Guvendir, E. (2023). Opinions of Pre-service English Teachers on Distance Practicum in the Covid-19 period: An example from Turkey. Bartın University Journal of Faculty of Education, 12(1), 85-96. https://doi.org/10.14686/buefad.1002223
All the articles published in the journal are open access and distributed under the conditions of CommonsAttribution-NonCommercial 4.0 International License
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