Okul Öncesi Öğretmen Adaylarının Bakış Açısıyla Uzaktan Öğretmenlik Uygulaması Sürecinin Niteliğini Etkileyen Faktörler

Abstract

Pandemi sürecinde üniversitelerin öğretmen yetiştiren kurumlarında öğretmenlik uygulamalarının nasıl yürütüleceği konusunda belirsizlikler yaşanmış ve pek çok ülkede olduğu gibi ülkemizde de 2020-2021 akademik yılında bu derslerin teorik ve uygulama boyutları çevrim içi formatta gerçekleştirilmiştir. Bu araştırmada okul öncesi öğretmen adaylarının deneyimlerine dayalı olarak uzaktan öğretmenlik uygulaması sürecinin niteliğini etkileyen faktörlerin ortaya çıkarılması amaçlanmıştır. Araştırmanın katılımcılarını 2020-2021 akademik yılında bir devlet üniversitesinin okul öncesi öğretmenliği programında öğrenim gören ve pandemi nedeniyle öğretmenlik Uygulaması I ve II derslerini uzaktan eğitimle tamamlayan 11 öğretmen adayı oluşturmaktadır. Temel nitel araştırma olarak tasarlanan bu çalışmada veriler yapılandırılmış görüşme formu ile toplanmış ve tümevarımsal yöntem ile analiz edilmiştir. Öğretmen adayları ile yapılan görüşmeler sonucunda uzaktan eğitim ile gerçekleştiren öğretmenlik uygulaması sürecinin niteliğini pek çok faktörün etkilediği belirlenmiştir. Bu faktörlerden “öğretim elemanı ve uygulama öğretmeni rehberliği”, “uygulama öğretim elemanı ve uygulama öğretmeni ile etkileşim”, “partnerli çalışma”, “iki dönem aynı sınıfta öğretmenlik uygulamasını yürütme”, “ders materyallerine erişim” faktörlerinin sürecin niteliğini olumlu yönde etkileyen ve öğretmen adayları tarafından “kolaylaştırıcı” olarak deneyimlenen; “teknolojik yetersizlikler”, “çocuklarla ilişkilerde ve değerlendirmede sınırlılık”, “çevrimiçi sınıf yönetimi”, “aile müdahalesi” faktörlerinin ise sürecin niteliğini olumsuz yönde etkileyen ve öğretmen adayları tarafından “zorlaştırıcı” olarak deneyimlenen faktörler oldukları tespit edilmiştir.

Keywords

• Okul öncesi eğitim
• öğretmenlik uygulaması
• uzaktan eğitim
• kalite
• COVID-19

Factors Affecting the Quality of a Remote Teaching Practicum from the Perspective of Preservice Preschool Teachers

Abstract

During the COVID-19 pandemic uncertainties about how to implement and evaluate teaching practicums have been faced by the teacher training institutions. Due to some constraints imposed by the pandemic, teaching practicum courses, transitioned to an online format in the 2020-2021 academic year in Turkey, similarly to many other countries. Within the scope of this research, it is aimed to identify the factors affecting the nature of the education process based on the experiences of preschool preservice teachers in a remote teaching practicum. The participants of this study comprised 11 preservice teachers who were enrolled in preschool teacher training program of a public university, and completed the theoretical and applied parts of the “Teaching Practicum I” and “Teaching Practicum II” courses via distance education in the 2020-2021 academic year due to the COVID-19 pandemic, including the relevant training practices in the scope of these courses. Basic qualitative research methodology guided this study. Data were collected via a structured interview protocol and analyzed using an inductive approach. As a result of interviews with the participating preservice teachers, it was determined that many factors affected the quality of this teaching practicum process carried out via distance education. Among these factors, “guidance of the mentor teacher and university supervisor,” “interactions with mentor teacher and university supervisor,” “paired peer placement,” “being a trainee teacher in the same class for two semesters,” and “access to course/learning materials” were factors that positively affected the quality of the process and were experienced as “facilitating” factors by the preservice teachers. On the other hand, “lack of technological resources,” “limitations in relationships with children and assessment,” “online classroom management,” and “family intervention” were factors that negatively affected the quality of the process and were experienced as “hindering” factors by the preservice teachers.

Keywords

• Early childhood education
• teaching practicum
• distance education
• quality
• COVID-19

References

1. Albrahim, F. A. (2020). Online teaching skills and competencies. TOJET: The Turkish Online Journal of Educational Technology, 19(1), 9-20.
2. Allen, J. M., & Wright, S. W. (2014). Integrating theory and practice in the pre-service teacher education practicum. Teachers and Teaching, 20(2), 136-151. https://doi.org/10.1080/13540602.2013.848568
3. Author 1 (2021) xxxxxxxxxxxxxxxxxxxxxxxxxxxx
4. Baytiyeh, H. (2018). Online learning during post-earthquake school closures. Disaster Prevention and Management: An International Journal, 27(2), 215-227. https://doi.org/10.1108/DPM-07-2017-0173
5. Bredekamp, S. (2017). Effective practices in early childhood education: Building a foundation (4th ed.). Pearson.
6. Caires, S., Almeida, L., & Vieira, D. (2012). Becoming a teacher: Student teachers’ experiences and perceptions about teaching practice. European Journal of Teacher Education, 35(2), 163-178. https://doi.org/10.1080/02619768.2011.643395
7. Callaway-Cole, L., & Kimble, A. (2021). Maintaining professional standards in early childhood teacher preparation: Evaluating adaptations to fieldwork-based experiences during COVID-19. Early Childhood Education Journal, 49(5), 841-853. https://doi.org/10.1007/s10643-021-01227-9
8. Dayal, H. C., & Tiko, L. (2020). When are we going to have the real school? A case study of early childhood education and care teachers’ experiences surrounding education during the COVID-19 pandemic. Australasian Journal of Early Childhood, 45(4), 336–347. https://doi.org/10.1177/1836939120966085

9. Donitsa-Schmidt, S., & Ramot, R. (2020). Opportunities and challenges: Teacher education in Israel in the Covid-19 pandemic. Journal of Education for Teaching, 46(4), 586-595. https://doi.org/10.1080/02607476.2020.1799708
10. Emmer, E. T., & Stough, L. M. (2001). Classroom management: A critical part of educational psychology, with implications for teacher education. In L. Corno, P.H. Winne, T. L. Good, & J. R. Levin (Eds.), Educational psychologist: (pp. 103-112). Routledge. https://doi.org/10.4324/9781410608130
11. 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, 46(4), 507-516. https://doi.org/10.1080/02607476.2020.1799709
12. Glesne, C. (2011). Becoming qualitative researchers (4th ed.). Pearson Education, Inc.
13. Jalongo, M. R. (2021). The effects of COVID‑19 on early childhood education and care: Research and resources for children, families, teachers, and teacher educators. Early Childhood Education Journal, 49(5), 763-774. https://doi:10.1007/s10643-021-01208-y
14. La Paro, K. M., & Siskind, D. (2022). Practicum student perceptions of major constructs of ECE classroom-based field experiences: relationships, fit, learning, efficacy, and satisfaction. Journal of Early Childhood Teacher Education, 1-24. https://doi.org/10.1080/10901027.2022.2054033
15. La Paro, K. M., Lippard, C., Fusaro, M., & Cook, G. (2020). Relationships in early practicum experiences: positive and negative aspects and associations with practicum students’ characteristics and teaching efficacy. Journal of Early Childhood Teacher Education, 41(4), 338-358. https://doi.org/10.1080/10901027.2019.1668889
16. La Paro, K. M., Van Schagen, A., King, E., & Lippard, C. (2018). A systems perspective on practicum experiences in early childhood teacher education: Focus on interprofessional relationships. Early Childhood Education Journal, 46(4), 365-375. https://doi.org/10.1007/s10643-017-0872-8
17. Lau, E. Y. H., & Lee, K. (2020). Parents’ views on young children’s distance learning and screen time during COVID-19 class suspension in Hong Kong. Early Childhood and Development. https://doi.org/10.1080/10409289.2020.1843925
18. Lawson, T., Çakmak, M., Gündüz, M., & Busher, H. (2015). Research on teaching practicum–a systematic review. European Journal of Teacher Education, 38(3), 392-407. https://doi.org/10.1080/02619768.2014.994060
19. Le Cornu, R., & Ewing, R. (2008). Reconceptualising professional experiences in pre-service teacher education… reconstructing the past to embrace the future. Teaching and Teacher Education, 24(7), 1799-1812. https://doi.org/10.1016/j.tate.2008.02.008
20. Lohmann, M. J., Randolph, K. M., & Oh, J. H. (2021). Classroom management strategies for hyflex instruction: Setting students up for success in the hybrid environment. Early Childhood Education Journal, 49(5), 807-814. https://doi.org/10.1007/s10643-021-01201-5
21. Maxwell, J. A. (2013). Qualitative research design: An interactive approach (3th ed.). Sage Publication.
22. McGarr, O. (2021). The use of virtual simulations in teacher education to develop pre-service teachers’ behaviour and classroom management skills: Implications for reflective practice. Journal of Education for Teaching, 47(2), 274-286. https://doi.org/10.1080/02607476.2020.1733398
23. Merriam, S. B. (2009). Qualitative research: A guide to design and implementation. Jossey-Bass.
24. Milli Eğitim Bakanlığı [Ministry of National Education]. (2020a, March, 12). Bakan Selçuk, koronavirüs'e karşı eğitim alanında alınan tedbirleri açıkladı [Minister Selçuk announced the measures taken in the field of education against the coronavirus.]. http://www.meb.gov.tr/bakan-selcuk-koronaviruse-karsi-egitim-alaninda-alinan-tedbirleri-acikladi/haber/20497/tr
25. Milli Eğitim Bakanlığı [Ministry of National Education]. (2020b, March, 23). "Uzaktan eğitim" Bakan Selçuk'un verdiği dersle başladı [“Distance education" started with the lesson taught by Minister Selçuk]. http://www.meb.gov.tr/uzaktan-egitim-bakan-selcukun-verdigi-dersle-basladi/haber/20578/tr
26. Milli Eğitim Bakanlığı [Ministry of National Education]. (2020c, March, 29). EBA'da canlı sınıfla eğitim başlıyor [Education starts with synchronous class in EIN]. http://www.meb.gov.tr/ebada-canli-sinifla-egitim-basliyor/haber/20602/tr
27. Milli Eğitim Bakanlığı [Ministry of National Education]. (2020d, September, 11). Okul öncesi eğitim ve 1. sınıflar yüz yüze eğitime başlıyor [Face-to-face education is starting for preschools, kindergartens and first grades]. https://www.meb.gov.tr/okul-oncesi-egitim-ve-1-siniflar-yuz-yuze-egitime-basliyor/haber/21614/tr
28. Milli Eğitim Bakanlığı [Ministry of National Education]. (2020e, October, 8). Okullarda yüz yüze eğitimde ikinci aşama 12 Ekim Pazartesi günü başlıyor [Second stage of face-to-face education is starting at schools on Monday, 12th of September]. https://www.meb.gov.tr/okullarda-yuz-yuze-egitimde-ikinci-asama-12-ekim-pazartesi-gunu-basliyor/haber/21776/tr
29. Milli Eğitim Bakanlığı [Ministry of National Education]. (2020f, November, 18). Uzaktan Eğitim Sürecinin Detayları [Details of Distance Education]. http://www.meb.gov.tr/uzaktan-egitim-surecinin-detaylari/haber/21990/tr
30. Milli Eğitim Bakanlığı [Ministry of National Education]. (2020g, December, 2). Okul öncesinde uzaktan eğitimı [Distance education in preschools]. http://sinopcumhuriyetilkokulu.meb.k12.tr/icerikler/okul-oncesinde-uzaktan-egitim_10372848.html
31. Milli Eğitim Bakanlığı [Ministry of National Education]. (2021a, February, 14). 2020-2021 eğitim öğretim yılının ikinci dönemi uzaktan ve yüz yüze eğitimle başlıyor [The spring semester of the 2020-2021 academic year begins with distance and face-to-face education]. https://www.meb.gov.tr/2020-2021-egitim-ogretim-yilinin-ikinci-donemi-uzaktan-ve-yuz-yuze-egitimle-basliyor/haber/22553/tr
32. Milli Eğitim Bakanlığı [Ministry of National Education]. (2021b, April, 14). "Yüz yüze eğitime verdiğimiz bu aranın son olmasını yürekten diliyorum" ["I sincerely hope that this break in face-to-face education will come to an end"]. https://www.meb.gov.tr/yuz-yuze-egitime-verdigimiz-bu-aranin-son-olmasini-yurekten-diliyorum/haber/23012/tr
33. Milli Eğitim Bakanlığı [Ministry of National Education]. (2021c, May, 31). Basın açıklaması [Press briefing]. https://www.meb.gov.tr/basin-aciklamasi/haber/23320/tr
34. Mohebi, L., & Meda, L. (2021). Trainee teachers’ perceptions of online teaching during field experience with young children. Early Childhood Education Journal, 49(6), 1189-1198. https://doi.org/10.1007/s10643-021-01235-9
35. Mourlam, D. J., De Jong, D., Shudak, N. J., & Baron, M. (2019). A phenomenological case study of teacher candidate experiences during a yearlong teacher residency program. The Teacher Educator, 54(4), 397-419. https://doi.org/10.1080/08878730.2019.1590750
36. 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, 46(4), 536-545. https://doi.org/10.1080/02607476.2020.1802702
37. National Association for the Education of Young Children. (2010). 2010 NAEYC Standards for initial & advanced early childhood professional preparation programs. Initial standards summary. https://www.naeyc.org/sites/default/files/globally-shared/downloads/PDFs/accreditation/higher-ed/naeyc-higher-ed-accreditation-standards.pdf
38. Patton, M. C. (2015). Qualitative research & evaluation methods: Integrating theory and practice (4th ed.). Sage Publications.
39. Peyton, J., Ehrenberg, P., Harrill, M., Hogan, L., & Woolston, M. (2020). From on campus to online: The impact of the pandemic on ECE higher education programs. National Association for the Education of Young Children. https://www.naeyc.org/sites/default/files/globally-shared/downloads/PDFs/resources/topics/covid_higher_ed_brief.pdf
40. Prilop, C. N., Weber, K. E., & Kleinknecht, M. (2021). The role of expert feedback in the development of pre-service teachers’ professional vision of classroom management in an online blended learning environment. Teaching and Teacher Education, 99, 103276. https://doi.org/10.1016/j.tate.2020.103276
41. Quezada, R. L., Talbot, C., & Quezada-Parker, K. B. (2020). From bricks and mortar to remote teaching: A teacher education program’s response to COVID-19. Journal of Education for Teaching, 46, 472–483. https://doi.org/10.1080/02607476.2020.1801330
42. Sepulveda-Escobar, P., & Morrison, A. (2020). Online teaching placement during the COVID-19 pandemic in Chile: challenges and opportunities. European Journal of Teacher Education, 43(4), 587-607. https://doi.org/10.1080/02619768.2020.1820981
43. Silvera, M. (2012). Peer coaching in early childhood [Unpublished master’s thesis]. University of Northern Iowa https://scholarworks.uni.edu/grp/222
44. Spiteri, J. (2021). Quality early childhood education for all and the Covid-19 crisis: A viewpoint. Prospects, 51(1), 143-148. https://doi.org/10.1007/s11125-020-09528-4
45. United Nations. (2020). Policy brief: Education during COVID-19 and beyond. https://www.un.org/sites/un2.un.org/files/sg_policy_brief_covid-19_and_education_august_2020.pdf
46. Walsh, K., & Elmslie, L. (2005). Practicum pairs: An alternative for first field experience in early childhood teacher education. Asia-Pacific Journal of Teacher Education, 33(1), 5-21. https://doi.org/10.1080/1359866052000341098
47. World Health Organization. (2020, March 11). WHO Director-General’s opening remarks at the media briefing on COVID-19- 11 March 2020. https://www.who.int/director-general/speeches/detail/who-director-general-s-opening-remarks-at-the-media-briefing-on-covid-19---11-march-2020
48. Wynn, M. J., & Kromrey, J. (1999). Paired peer placement with peer coaching in early field experiences: Results of a four-year study. Teacher Education Quarterly, 26(1), 21-38. http://www.jstor.org/stable/23478141
49. Yüksek Öğretim Kurulu [Council of Higher Education]. (2020a, March, 13). Koronavirüs (COVID-19) bilgilendirme notu:1 [Coronavirus (COVID-19) information note:1]. https://www.yok.gov.tr/Sayfalar/Haberler/2020/coronavirus_bilgilendirme_1.aspx
50. Yüksek Öğretim Kurulu [Council of Higher Education]. (2020b, March, 18). Basın açıklaması [Press briefing]. https://www.yok.gov.tr/Sayfalar/Haberler/2020/universitelerde-uygulanacak-uzaktan-egitime-iliskin-aciklama.aspx
51. Yüksek Öğretim Kurulu [Council of Higher Education]. (2020c, April, 7). Öğretmen adaylarına müjde [Good news for teacher candidates]. https://www.yok.gov.tr/Sayfalar/Haberler/2020/ogretmen-adayi-ogrencilere-mujde.aspx
52. Yüksek Öğretim Kurulu [Council of Higher Education]. (2020d). Küresel salgında yeni normalleşme süreci [New normal in global pandemic]. https://www.yok.gov.tr/Documents/Yayinlar/Yayinlarimiz/2020/kuresel-salginda-yeni-normallesme-sureci-2020.pdf
53. Yüksek Öğretim Kurulu [Council of Higher Education]. (2021). 2020-2021 eğitim ve öğretim yılı bahar dönemine ilişkin açıklama [Statement regarding the spring semester of the 2020-2021 academic year]. https://covid19.yok.gov.tr/HaberBelgeleri/2020-2021-Bahar-donemine-iliskin-aciklama/2020-2021-bahar-donemine-iliskin-aciklama.pdf
54. Zhu, J., & Zhu, G. (2018). Understanding student teachers’ professional identity transformation through metaphor: An international perspective. Journal of Education for Teaching, 44(4), 500-504. https://doi.org/10.1080/02607476.2018.1450819