Covid-19 Salgını Sırasında Yabancı Dil Olarak İngilizce Öğretmen Adaylarının Erken Öğretmen Kimliği ve Erken Öğretme İnançları: Ne Değişti?

Year 2021, Volume: 2 Issue: 3, 195 - 220, 13.12.2021

Burcu Gündoğdu , Arif Alkayalar

Abstract

Bu çalışma, Covid-19 sırasında çevrimiçi eğitimin hizmet öncesi EFL öğretmenlerinin başlangıç kimlik gelişimini ve öğretme inançlarını nasıl etkilediğini incelemeyi amaçlamaktadır. Önceki zamanlardan farklı olarak, Covid-19 salgını dönemindeki çevrimiçi eğitim nedeniyle öğretmen adayları çevrimiçi olarak okul gözlemleri yapmak zorunda kalmış ve bu durum da öğretmen adaylarının çevrimiçi eğitimin zayıflıklarına ve güçlü yönlerine ilk elden gözlemle tanık olmalarına ve değerlendirmelerine olanak sağlamıştır. Bu konularda nitel veri toplamak için öncelikle çevrimiçi anket uygulanmıştır. Daha sonra, gönüllü olanlardan, Covid-19 sırasında okul deneyimleri ders gözlemlerini ve bunun ilk öğretmen kimliği oluşumunu ve ilk öğretme inançlarını nasıl etkilediğini daha ayrıntılı olarak açıkladıkları makaleleri bireysel olarak yazmaları istenmiştir. Tematik analiz yöntemiyle, verilerin analizinden üç tema çıkarılmıştır: (1) Öğretmen kimliğinin ve çevrimiçi eğitimdeki rolünün tanımındaki değişiklik, (2) Öğretmen kimliği gelişimi için temel bir bileşen olarak teknolojinin kullanımının ve entegrasyonunun öneminin kavranması, (3) E-öğrenme ortamlarının etkinliğine güvensizlik nedeniyle çevrimiçi öğretmen kimliğinin onaylanmaması veya reddedilmesi. Sonuçlar, Covid-19 salgını sırasında öğretmen adaylarının gerçekleştirmiş oldukları okul gözlemlerinin kendilerine farklı bir bakış açısı verdiğini, öğretme inançlarını değiştirdiğini, öğretmen kimliğinin koşullara göre değişebileceğini ve bu nedenle yapmış oldukları gözlemlerin öngörülmesi güç durumlara dahi hazırlıklı olmalarının gerekliliğini anlamalarını sağladığını göstermiştir.

Keywords

Covid-19, Çevrimiçi eğitim, Erken öğretmen kimliği, Öğretmen adayları, Öğretmen eğitimi

Early Teacher Identity and Initial Teaching Beliefs of EFL Pre-service Teachers During Covid-19 Pandemic: What Changed?

Abstract

This study aims to examine how online education during Covid-19 affects pre-service EFL teachers’ initial identity development and teaching beliefs. Different from previous times, the online education during Covid-19 pandemic has led pre-service teachers to do school observations online, allowing them to witness and evaluate the weaknesses and strengths of online education by first-hand observation. For collecting qualitative data on these aspects, firstly, the online questionnaire was administered. Then, those who volunteered were asked to write essays individually where they describe further on their school experience course observations during Covid-19 and how it affects their initial teacher identity formation and initial teaching beliefs. Through thematic analysis, three themes were extracted from the data: (1) Change in the definition of teacher identity and role in online education, (2) Appreciation of use and integration of technology as an essential component for their teacher identity development, (3) Disapprobation /or refusal of online teacher identity owing to distrust towards the efficacy of e-learning environments. The results showed that prospective teachers’ school observations during Covid-19 pandemic gave them a different insight, altered their teaching beliefs, and made them realize that teacher identity can change according to conditions and they need to prepare even for hard-to-foresee circumstances.

Keywords

Early teacher identity, Covid-19, online education, pre-service teachers, teacher education

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