GELECEKTEKİ UYGULAMACILAR OLARAK ÖĞRETMEN ADAYLARININ UZAKTAN EĞİTİME YÖNELİK ÖZ YETERLİK VE YARAR ALGILARI ÜZERİNE BİR ARAŞTIRMA

Year 2021, Volume: 21 Issue: 4, 1145 - 1158, 15.12.2021

Derya Başer

https://doi.org/10.17240/aibuefd.2021..-955655

Cited By: 1

Abstract

Bu çalışma, uzaktan eğitimin gelecekteki uygulayıcıları olan öğretmen adaylarının, uzaktan eğitim dersine ilişkin deneyimleriyle birlikte öz yeterliklerini ve fayda inançlarını araştırmayı amaçlamaktadır. Bu çalışmada hem nicel hem de nitel veri toplama yöntemlerini içeren bir vaka çalışması kullanılmıştır. Çalışmanın katılımcıları, Türkiye'deki bir üniversitede lisans programlarında uzaktan eğitim dersini tamamlayan, 143 öğretmen adayından oluşmaktadır. Nicel veriler uzaktan eğitime yönelik öz yeterlik ve algılanan fayda inançlarını değerlendiren iki beşli Likert tipi ölçek aracılığıyla, nitel veriler açık uçlu anket aracılığıyla toplanmıştır. Ölçeklerin betimsel istatistik sonuçları, uzaktan eğitime yönelik öz yeterlik ve algılanan fayda bileşenlerinin ortalama puanlarının 3,66 ile 4,07 arasında değiştiğini ortaya koymuştur. Korelasyon analizi sonuçları, öğretmen adaylarının uzaktan eğitime yönelik öz yeterliklerinin algıladıkları fayda ile anlamlı düzeyde ilişkili olduğunu göstermiştir, r = .56, p <.01. Öğretmen adaylarının uzaktan eğitim dersi ile ilgili olumlu algıları dört başlık altında toplanmıştır: (1) Dersin öğretmen adaylarının teknoloji entegrasyonu için bilgi ve beceri gelişimine katkısı, (2) dersin öğretmen adaylarının etkili bir uzaktan eğitim tasarlayabilmeleri için bilgi ve beceri gelişimine katkısı, (3) dersin olumlu özellikleri ve (4) uzaktan eğitimin olumlu özellikleri. Öğretmen adayları dersin olumsuz yönlerini ise (1) ders bileşenleri ile ilgili sorunlar ve (2) teknolojiyle ilgili sorunlar hakkında belirtmişlerdir. Araştırma sonuçları ve çıkarımları makalede tartışılmaktadır.

Keywords

Uzaktan eğitim, öğretmen eğitimi, öğretmen adayları, öz-yeterlik, yarar algısı

AN INVESTIGATION OF SELF-EFFICACY AND PERCEIVED BENEFIT BELIEFS REGARDING DISTANCE EDUCATION OF PRESERVICE TEACHERS AS FUTURE IMPLEMENTERS

Abstract

The current study aims to explore self-efficacy and perceived benefit beliefs of preservice teachers regarding distance education according to their experiences as future implementers of distance education from an undergraduate distance education course they received. A case study was employed including both quantitative and qualitative data collection methods. The participants of the current study were 143 preservice teachers who had completed a distance education course during their undergraduate program at a university in Turkey. Quantitative data were collected through two, five-point, Likert-type scales, with one that assessed self-efficacy towards distance education and one that assessed perceived benefit beliefs regarding distance education. Qualitative data were collected through an open-ended questionnaire. Descriptive statistics results from the scale data revealed that the mean scores for the constructs of self-efficacy and perceived benefit of distance education ranged from 3.66 to 4.07. Correlation analysis results indicated that the preservice teachers’ self-efficacy towards distance education was significantly related to their perceived benefit from distance education, r = .56, p < .01. The preservice teachers mentioned positive aspects of their distance education course under (1) Contribution of the course to the preservice teachers’ knowledge and skills development for technology integration, (2) Contribution of the course to the preservice teachers’ knowledge and skills development for designing effective distance education, (3) Positive features of the distance education course, and (4) Positive features of distance education in general. The preservice teachers stated negative aspects under (1) Issues related to common course components, and (2) Issues related to technology. The research results and implications are presented and discussed within this study.

Keywords

Distance education, teacher education, preservice teachers, self-efficacy, benefit belief

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