Acil Uzaktan Öğretimin Ardından Eğitime Yabancılaşma: Öğretmen Adaylarının Çevrimiçi Eğitim Üzerine Anlatıları

Year 2024, , 1870 - 1904, 30.06.2024

Can Mıhcı , Zeynep Taçgın

https://doi.org/10.35675/befdergi.1321665

Abstract

Eğitime yabancılaşma, öğrenme süreci yahut müfredat veya okul gibi yapılardan kopmuş hissetme durumunu ifade eder. Bu çalışmanın amacı, öğretmen adaylarının anlatıları perspektifinden COVID-19 pandemisi sırasında yaşanan acil uzaktan öğrenme deneyimini betimlemeye çalışmak ve gerek bu süreçte gerekse bu sürecin adından okullaşmaya karşı yaşanan yabancılaşma hissi çerçevesinden yorumlamaktır. 190 öğrenci katılımıyla gerçekleştirilen çalışmada; öğretmen adayları acil uzaktan eğitim sürecine dair anlatılarında olumlu hislere yer vermiş olsalar da, yoğun olarak olumsuz hisler aktarmıştır. Yabancılaşma puanı yüksek öğrencilerin uzaktan eğitim sürecinde derslere devam etmediği anlaşılmıştır. Acil uzaktan öğretim sürecinin yabancılaşmış öğrenciler için eğitimden bir kopuş teşkil ettiği, yüz yüze eğitime dönüşün bu kopuş halinin ortadan kaldırılması için önemli bir fırsat sunmasına rağmen, öğrenci yurdundaki olumsuz koşullar ve aktif öğrenme yöntemlerinin uygulamaya konmasındansa derslerin PowerPoint slaytları üzerinden okunarak işlenmesi gibi durumların olumsuz tabloya katkıda bulunduğu görülmüştür.

Keywords

acil uzaktan öğretim, yabancılaşma, anlatı araştırması

School Alienation in the Wake of Emergency Remote Teaching: Teachers Candidates’ Narratives on Online Education

Abstract

School alienation refers to the feeling of being disconnected from the learning process, curriculum, school, or other structures. The aim of this study has been to describe the emergency remote teaching (ERT) experience during the COVID-19 pandemic, particularly from the perspective of teacher candidates' narratives, and to interpret it within the framework of the alienation experienced towards schooling during this period and afterward. In this narrative research study, which was conducted with the participation of 190 students, teacher candidates expressed intense negative emotions in their narratives about the emergency remote learning process. It was observed that students with high alienation scores did not attend classes during the remote learning process. Despite the opportunity for the return to face-to-face education to eliminate the state of disconnection caused by the emergency remote learning process, factors such as negative conditions in student dormitories and the reliance on reading and presenting lessons through PowerPoint slides rather than implementing active learning methods contributed to the negative situation.

Keywords

emergency remote teaching, alienation, narrative research

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