Araştırma Makalesi
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Yıl 2023, Cilt: 6 Sayı: 2, 295 - 314, 31.05.2023

Nagihan Tanık Önal Nezih Önal

https://doi.org/10.31681/jetol.1078486
Cited By: 2

Öz

Kaynakça

  • Agyei, D., & Voogt, J. (2011). Exploring the potential of the will, skill, tool model in Ghana: Predicting prospective and practicing teachers’ use of technology. Computers & Education, 56(1), 91–100.
  • Angoletto, R., & Queiroz, V. C. (2020). COVID-19 and the challenges in education. The Centro de Estudos Sociedade e Tecnologia, 5(2), 1-12.
  • Aslan Altan, B. (2021). New experience in distant education: Online teaching practicum. MSKU Journal of Education, 8(2), 753-766.
  • Bakioğlu, B., & Çevik, M. (2020). Science Teachers' views on distance education in the COVID-19 pandemic process. Turkish Studies, 15(4), 109-129.
  • Bakırcı, H., Doğdu, N., & Artun, H. (2021). Investigation of professional achievements and problems of science teachers in the distance education process of covid-19 pandemic period. Journal of Ahi Evran University Institute of Social Sciences, 7(2), 640-658.
  • Bandura, A. (1971). Vicarious and self-reinforcement processes. The Nature of Reinforcement, 228-278.
  • Barnes, R. (2010). Cooperating teacher effectiveness as perceived by student teachers and cooperating teachers in Ohio agricultural education. Doctoral Thesis, Ohio State University.
  • Bloomfield, D. (2010). Emotions and ‘getting by’: A pre-service teacher navigating professional experience. Asia-Pacific Journal of Teacher Education, 38(3), 221-234.
  • Çakın, M., & Külekçi Akyavuz, E. (2020). The Covid-19 process and its reflection on education: An analysis on teachers’ opinions. International Journal of Social Sciences and Education Research, 6(2), 165-186.
  • Daniel, SJ. (2020). Education and the COVID-19 pandemic. Prospects, https://link.springer.com/content/pdf/10.1007/s11125-020-09464-3.pdf
  • Ertmer, P. A. (2005). Teacher pedagogical beliefs: The final frontier in our quest for technology integration?. Educational Technology Research and Development, 53(4), 25–39.
  • Ertmer, P. A., & Ottenbreit-Leftwich, A. T. (2010). Teacher technology change: How knowledge, confidence, beliefs, and culture intersect. Journal of Research on Technology in Education, 42(3), 255–284.
  • Gao, P., Wong, A. F., Choy, D., & Wu, J. (2011). Beginning teachers’ understanding performances of technology integration. Asia Pacific Journal of Education, 31(2), 211–223.
  • Georgina, D. A., & Hosford, C. C. (2009). Higher education faculty perceptions on technology integration and training. Teaching and Teacher Education, 25(5), 690–696.
  • Goh, P. S., & Matthews, B. (2011). Listening to the concerns of student teachers in Malaysia during teaching practice. Australian Journal of Teacher Education, 36(2), 92-103
  • González-Calvo, G., Barba-Martín, R. A., Bores-García, D., & Gallego-Lema, V. (2020). Learning to be a teacher without being in the classroom: COVID-19 as a threat to the professional development of future teachers. International and Multidisciplinary Journal of Social Sciences, 9(2), 152-177.
  • Gök Çolak, F., & Efeoğlu, G. (2021). Needs Analysis for Practicum Course While Getting Back to Normal: Swot Analysis Sample. The Journal of Kesit Academy, 7(27), 176-197.
  • Gökbulut, B. (2021). Distance education and mobile learning from the perspective of distance education students. Educational Technology Theory and Practice, 11(1), 160-177.
  • Haydn, T. A., & Barton, R. (2007). Common needs and different agendas: How trainee teachers make progress in their ability to use ICT in subject teaching. Some lessons from the UK. Computers & Education, 49(4), 1018-1036.
  • Hobson, A. J., Ashby, P., Malderez, A., & Tomlinson, P. D. (2009). Mentoring beginning teachers: What we know and what we don’t. Teaching and Teacher Education, 25(1), 207-216.
  • ISTE (2008). ISTE standards – Teacthers. https://id.iste.org/docs/pdfs/20-14_ISTE_Standards-T_PDF.pdf.
  • Karatas Aydın, F. I. (2023). It is time to restructure initial teacher education in Turkey due to the covid-19 pandemic. Journal of Educational Technology & Online Learning, 6(1), 105-115.
  • Kayaduman, H., & Demirel, T. (2019). Investigating the Concerns of First-Time Distance Education Instructors. The International Review of Research in Open and Distributed Learning, 20(5), 85–103.
  • Kayaduman, H., & Delialioglu, Ö. (2021). English language preservice teachers’ stages of concern for web 2.0 technology integration. İnonu University Journal of the Faculty of Education, 22(2), 1083-1114.
  • Koemer, M., Rust, F. O. C., & Baumgartner, F. (2002). Exploring roles in student teaching placements. Teacher Education Quarterly, 29(2), 35-58.
  • Loewenstein, G. F., Weber, E. U., Hsee, C. K., & Welch, N. (2001). Risk as feelings. Psychological Bulletin, 127(2), 267–286.
  • López, E. V. (2020). COVID-19 pandemic and indigenous and non-indigenous students in Mexico. https://gemreportunesco.wordpress.com/ Adresinden
  • Merriam, S. B. (2013). A guide to qualitative research design and practice, Turan, S. (Trans. Ed.), Koçak-Canbaz, F., & Öz, M. Ankara: Nobel Publishing.
  • Miles, M. B., & Huberman, A. M. (1994). An expanded sourcebook: Qualitative data analysis. Sage Puplications.
  • Mineo, L. (2020). Time to fix American education with race-for-space resolve. https://news.harvard.edu/gazette/story/2020/04/the-pandemics-impact-on-education/
  • Mulenga, E. M., & Marbán, J. M. (2020). Is COVID-19 the gateway for digital learning in mathematics education? Contemporary Educational Technology, 12(2), 269.
  • Mutton, T. (2020). Teacher education and Covid-19: Responses and opportunities for new pedagogical initiatives. Journal of Education for Teaching, 46(4), 439-441.
  • Özok, H.İ. (2020). Uzaktan eğitim ile ebeveynler ve öğrencilerde katlanan stres ve baş etme yöntemleri [Stress and coping methods multiplied by parents and students with distance education]. Pandemic and Education (In F. Tanhan & H.İ. Özok). Anı Publishing.
  • Patton, M. Q. (2002). Qualitative research & evaluation methods. Sage.
  • Piştav Akmeşe, P., & Kayhan, N. (2021). Teacher training in special education course and teacher experiences in coronavirus disease (Covid-19) Pandemic Process. Ahi Evran University Kirsehir Education Faculty Journal, 22(1), 73-104.
  • Ralph, E. G. (2004). Interns' and cooperating teachers' concerns dining the extended practicum. Alberta Journal of Educational Research, 50(4), 411-429.
  • Sahu, P. (2020). Closure of universities due to coronavirus disease 2019 (COVID-19): Impact on education and mental health of students and academic staff. Cureus, 12(4), 1-6.
  • URL-1: Salgının küresel eğitim raporu açıklandı [Pandemic's Global Education Report Announced] (2020). https://bau.edu.tr/icerik/15590-salgininkuresel-egitim-raporu-aciklandi
  • US Department of Education (2003). Federal funding for educational technology and how it is used in the classroom: A summary of findings from the Integrated Studies of Educational Technology. Washington, D.C: Office of the Under Secretary, Policy and Program Studies Service. https://www2.ed.gov/rschstat/eval/tech/iset/summary2003.pdf
  • Ünal, S., & Durmuş, Z. (2021). Opinions of teacher candidates about the online teaching practice-ıı course due to the Covid-19 Pandemic. Presented at the 1st International Eurasian Conferences on Educational and Social Studies (IECES2021).
  • Ünver, G., Bümen, N. T., & Başbay, M. (2010). Faculty members’ perspectives towards secondary teacher education graduate courses at Ege University. Education and Science,155(35), 63-77.
  • Wang, S. K. (2008). The effects of a synchronous communication tool (yahoo messenger) on online learners’ sense of community and their multimedia authoring skills. Journal of Interactive Online Learning, 7(1), 59-74
  • Wiens, P, Locasale-crouch, J., Cash, A.H., & Romo Escudero, F. (2020). Preservice teachers’ skills to İdentify effective teaching İnteractions: Does İt relate to their ability to İmplement them?. Journal of Teacher Education, 1-15.
  • Yıldırım, A. & Şimşek, H. (2013). Qualitative research methods in the social sciences. Seçkin Publishing.
  • Yuan, R. & Lee, I. (2015). The cognitive, social and emotional processes of teacher identity construction in a pre-service teacher education programme. Research Papers in Education, 30(4), 469-491.

Online learning and teaching experiences of preservice science teachers during Covid-19 pandemic

Yıl 2023, Cilt: 6 Sayı: 2, 295 - 314, 31.05.2023

Nagihan Tanık Önal Nezih Önal

https://doi.org/10.31681/jetol.1078486
Cited By: 2

Öz

The current study was carried out to determine the opinions of pre-service science teachers on the process of teaching practice conducted online. The study employed the phenomenological design, one of the qualitative research methods. The study was conducted with the participation of a total of 32 (17 female and 15 male) pre-service teachers attending a state university located in the Central Anatolian Region of Turkey in the spring term of the 2020-2021 academic year. The study's data were collected through the online interviews conducted with the participants and the collected data were analyzed using the content analysis method. As a result of the research, it can be stated that they encountered various obstacles in the process of online teaching practice, they had difficulty in providing classroom management and they were anxious. On the other hand, the participants also think that online teaching practice has advantages such as accessing information at the desired place and time, saving time and giving place to different online activities. In the light of these results, suggestions were made such as increasing the knowledge level of educators about online applications, providing hardware support to stakeholders and strengthening the infrastructure.

Anahtar Kelimeler

Online teaching Virtual classrooms Pre-service teachers Distance learning

Kaynakça

  • Agyei, D., & Voogt, J. (2011). Exploring the potential of the will, skill, tool model in Ghana: Predicting prospective and practicing teachers’ use of technology. Computers & Education, 56(1), 91–100.
  • Angoletto, R., & Queiroz, V. C. (2020). COVID-19 and the challenges in education. The Centro de Estudos Sociedade e Tecnologia, 5(2), 1-12.
  • Aslan Altan, B. (2021). New experience in distant education: Online teaching practicum. MSKU Journal of Education, 8(2), 753-766.
  • Bakioğlu, B., & Çevik, M. (2020). Science Teachers' views on distance education in the COVID-19 pandemic process. Turkish Studies, 15(4), 109-129.
  • Bakırcı, H., Doğdu, N., & Artun, H. (2021). Investigation of professional achievements and problems of science teachers in the distance education process of covid-19 pandemic period. Journal of Ahi Evran University Institute of Social Sciences, 7(2), 640-658.
  • Bandura, A. (1971). Vicarious and self-reinforcement processes. The Nature of Reinforcement, 228-278.
  • Barnes, R. (2010). Cooperating teacher effectiveness as perceived by student teachers and cooperating teachers in Ohio agricultural education. Doctoral Thesis, Ohio State University.
  • Bloomfield, D. (2010). Emotions and ‘getting by’: A pre-service teacher navigating professional experience. Asia-Pacific Journal of Teacher Education, 38(3), 221-234.
  • Çakın, M., & Külekçi Akyavuz, E. (2020). The Covid-19 process and its reflection on education: An analysis on teachers’ opinions. International Journal of Social Sciences and Education Research, 6(2), 165-186.
  • Daniel, SJ. (2020). Education and the COVID-19 pandemic. Prospects, https://link.springer.com/content/pdf/10.1007/s11125-020-09464-3.pdf
  • Ertmer, P. A. (2005). Teacher pedagogical beliefs: The final frontier in our quest for technology integration?. Educational Technology Research and Development, 53(4), 25–39.
  • Ertmer, P. A., & Ottenbreit-Leftwich, A. T. (2010). Teacher technology change: How knowledge, confidence, beliefs, and culture intersect. Journal of Research on Technology in Education, 42(3), 255–284.
  • Gao, P., Wong, A. F., Choy, D., & Wu, J. (2011). Beginning teachers’ understanding performances of technology integration. Asia Pacific Journal of Education, 31(2), 211–223.
  • Georgina, D. A., & Hosford, C. C. (2009). Higher education faculty perceptions on technology integration and training. Teaching and Teacher Education, 25(5), 690–696.
  • Goh, P. S., & Matthews, B. (2011). Listening to the concerns of student teachers in Malaysia during teaching practice. Australian Journal of Teacher Education, 36(2), 92-103
  • González-Calvo, G., Barba-Martín, R. A., Bores-García, D., & Gallego-Lema, V. (2020). Learning to be a teacher without being in the classroom: COVID-19 as a threat to the professional development of future teachers. International and Multidisciplinary Journal of Social Sciences, 9(2), 152-177.
  • Gök Çolak, F., & Efeoğlu, G. (2021). Needs Analysis for Practicum Course While Getting Back to Normal: Swot Analysis Sample. The Journal of Kesit Academy, 7(27), 176-197.
  • Gökbulut, B. (2021). Distance education and mobile learning from the perspective of distance education students. Educational Technology Theory and Practice, 11(1), 160-177.
  • Haydn, T. A., & Barton, R. (2007). Common needs and different agendas: How trainee teachers make progress in their ability to use ICT in subject teaching. Some lessons from the UK. Computers & Education, 49(4), 1018-1036.
  • Hobson, A. J., Ashby, P., Malderez, A., & Tomlinson, P. D. (2009). Mentoring beginning teachers: What we know and what we don’t. Teaching and Teacher Education, 25(1), 207-216.
  • ISTE (2008). ISTE standards – Teacthers. https://id.iste.org/docs/pdfs/20-14_ISTE_Standards-T_PDF.pdf.
  • Karatas Aydın, F. I. (2023). It is time to restructure initial teacher education in Turkey due to the covid-19 pandemic. Journal of Educational Technology & Online Learning, 6(1), 105-115.
  • Kayaduman, H., & Demirel, T. (2019). Investigating the Concerns of First-Time Distance Education Instructors. The International Review of Research in Open and Distributed Learning, 20(5), 85–103.
  • Kayaduman, H., & Delialioglu, Ö. (2021). English language preservice teachers’ stages of concern for web 2.0 technology integration. İnonu University Journal of the Faculty of Education, 22(2), 1083-1114.
  • Koemer, M., Rust, F. O. C., & Baumgartner, F. (2002). Exploring roles in student teaching placements. Teacher Education Quarterly, 29(2), 35-58.
  • Loewenstein, G. F., Weber, E. U., Hsee, C. K., & Welch, N. (2001). Risk as feelings. Psychological Bulletin, 127(2), 267–286.
  • López, E. V. (2020). COVID-19 pandemic and indigenous and non-indigenous students in Mexico. https://gemreportunesco.wordpress.com/ Adresinden
  • Merriam, S. B. (2013). A guide to qualitative research design and practice, Turan, S. (Trans. Ed.), Koçak-Canbaz, F., & Öz, M. Ankara: Nobel Publishing.
  • Miles, M. B., & Huberman, A. M. (1994). An expanded sourcebook: Qualitative data analysis. Sage Puplications.
  • Mineo, L. (2020). Time to fix American education with race-for-space resolve. https://news.harvard.edu/gazette/story/2020/04/the-pandemics-impact-on-education/
  • Mulenga, E. M., & Marbán, J. M. (2020). Is COVID-19 the gateway for digital learning in mathematics education? Contemporary Educational Technology, 12(2), 269.
  • Mutton, T. (2020). Teacher education and Covid-19: Responses and opportunities for new pedagogical initiatives. Journal of Education for Teaching, 46(4), 439-441.
  • Özok, H.İ. (2020). Uzaktan eğitim ile ebeveynler ve öğrencilerde katlanan stres ve baş etme yöntemleri [Stress and coping methods multiplied by parents and students with distance education]. Pandemic and Education (In F. Tanhan & H.İ. Özok). Anı Publishing.
  • Patton, M. Q. (2002). Qualitative research & evaluation methods. Sage.
  • Piştav Akmeşe, P., & Kayhan, N. (2021). Teacher training in special education course and teacher experiences in coronavirus disease (Covid-19) Pandemic Process. Ahi Evran University Kirsehir Education Faculty Journal, 22(1), 73-104.
  • Ralph, E. G. (2004). Interns' and cooperating teachers' concerns dining the extended practicum. Alberta Journal of Educational Research, 50(4), 411-429.
  • Sahu, P. (2020). Closure of universities due to coronavirus disease 2019 (COVID-19): Impact on education and mental health of students and academic staff. Cureus, 12(4), 1-6.
  • URL-1: Salgının küresel eğitim raporu açıklandı [Pandemic's Global Education Report Announced] (2020). https://bau.edu.tr/icerik/15590-salgininkuresel-egitim-raporu-aciklandi
  • US Department of Education (2003). Federal funding for educational technology and how it is used in the classroom: A summary of findings from the Integrated Studies of Educational Technology. Washington, D.C: Office of the Under Secretary, Policy and Program Studies Service. https://www2.ed.gov/rschstat/eval/tech/iset/summary2003.pdf
  • Ünal, S., & Durmuş, Z. (2021). Opinions of teacher candidates about the online teaching practice-ıı course due to the Covid-19 Pandemic. Presented at the 1st International Eurasian Conferences on Educational and Social Studies (IECES2021).
  • Ünver, G., Bümen, N. T., & Başbay, M. (2010). Faculty members’ perspectives towards secondary teacher education graduate courses at Ege University. Education and Science,155(35), 63-77.
  • Wang, S. K. (2008). The effects of a synchronous communication tool (yahoo messenger) on online learners’ sense of community and their multimedia authoring skills. Journal of Interactive Online Learning, 7(1), 59-74
  • Wiens, P, Locasale-crouch, J., Cash, A.H., & Romo Escudero, F. (2020). Preservice teachers’ skills to İdentify effective teaching İnteractions: Does İt relate to their ability to İmplement them?. Journal of Teacher Education, 1-15.
  • Yıldırım, A. & Şimşek, H. (2013). Qualitative research methods in the social sciences. Seçkin Publishing.
  • Yuan, R. & Lee, I. (2015). The cognitive, social and emotional processes of teacher identity construction in a pre-service teacher education programme. Research Papers in Education, 30(4), 469-491.
Toplam 45 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Konular Eğitim Üzerine Çalışmalar
Bölüm Makaleler
Yazarlar

Nagihan Tanık Önal 0000-0002-5926-521X

Nezih Önal 0000-0002-6979-262X

Yayımlanma Tarihi 31 Mayıs 2023
Yayımlandığı Sayı Yıl 2023 Cilt: 6 Sayı: 2

Kaynak Göster

APA Tanık Önal, N., & Önal, N. (2023). Online learning and teaching experiences of preservice science teachers during Covid-19 pandemic. Journal of Educational Technology and Online Learning, 6(2), 295-314. https://doi.org/10.31681/jetol.1078486

Cited By

Examining of preparatory and first-year students’ online learning readiness and presence in English language courses
Journal of Educational Technology and Online Learning
https://doi.org/10.31681/jetol.1302551
The views of associate degree students from child development on distance education after the earthquake
Journal of Educational Technology and Online Learning
https://doi.org/10.31681/jetol.1326200
 Kapak Resmi İndir


22029

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