Experiences of Pre-Service Science Teachers in “Teaching Practice” During the Covid-19 Pandemic

Year 2023, , 134 - 152, 21.03.2023

Hakan Şevki Ayvacı , Gürhan Bebek , Selenay Yamaçlı

https://doi.org/10.31458/iejes.1229871

Cited By: 1

Abstract

The study was carried out the case study method under the category of descriptive research approaches. A purposeful sampling method was used in the study because it allows in-depth research by selecting rich situations. Semi-structured interviews and semi-structured observation forms were used as data collection tools. Interviews are preferred in the research process because they provide the opportunity to analyze the situation in depth with flexible questions as well as questions directed to discover the richness of the schemas in the brain of individuals. Observations have been preferred because they allow the examination of human behavior in natural environments. In this research, the content analysis method was used in which the existence of codes in the qualitative data obtained during the analysis process was determined, themes were formed by combining these codes, and inferences were made. The analysis of the research findings, it was determined that the majority of pre-service science teachers associated the concept of distance education with the 'problem'. When it is explained that the pre-service science teachers will conduct the 'teaching practice' course with distance education during the COVID-19 pandemic process, their emotional state, anxiety, fear, curiosity, and sadness. As a result of the research, "Various projects can be developed to improve the existing infrastructure and provide more infrastructure support to prospective science teachers and schools, especially science teachers, within the framework of distance education and educational technologies. In this way, universities, schools, teachers, students, and parents are a stakeholder in educational technologies.

Keywords

Pre-service science teachers, teaching practice, COVID-19

References

• Abuhammad, S. (2020). Barriers to distance learning during the Covid-19 outbreak: A qualitative review from parents’ perspective. Heliyon, 6(11), 1-5.
• Alea, L. A., Fabrea, M. F., Roldan, R. D. A., & Farooqi, A. Z. (2020). Teachers’ Covid-19 awareness, distance learning education experiences and perceptions towards institutional readiness and challenges. International Journal of Learning, Teaching and Educational Research, 19(6), 127-144.
• Allam, S. N. S., Hassan, M. S., Mohideen, R. S., Ramlan, A. F., & Kamal, R. M. (2020). Online distance learning readiness during Covid-19 outbreak among undergraduate students. International Journal of Academic Research in Business and Social Sciences, 10(5), 642-657.
• Angoletto, R., & Queiroz, V. C. (2020). Covid-19 and the challenges in education. The Centro de Estudos Sociedade e Tecnologia (CEST), 5(2), 1-2.
• Asmara, R. (2020). Teaching English in a virtual classroom using WhatsApp during Covid-19 pandemic. Language and Education Journal, 5(1), 16-27.
• Ayvaci, H. S., Simsek, A. & Bebek, G. (2019). Investigation of pre-service science teachers’ perceptions on active learning and their technopedagogical education competencies. YYU Journal of Education Faculty, 16(1), 960-984.
• Bakirci, H., Ercan, G. & Cengiz, E. (2022). Middle school teachers’ views on face-to-face education following distance education. Turkish Studies - Education, 17(5), 941-957.
• Bakirci, H., Ozcan, O. & Kara, Y. (2021). Determining the views of middle school teachers on distance education during the epidemic period. Journal of Science, Mathematics, Entrepreneurship and Technology Education, 4(3), 155-170.
• Bakker, M., Creemers, H., Schipper, K., Beelen, A., Grupstra, H., Nollet, F. & Abma, T. (2015). Need and value of case management in multidisciplinary ALS care: a qualitative study on the perspectives of patients, spousal caregivers, and professionals. Amyotrophic Lateral Sclerosis and Frontotemporal Degeneration, 16(3- 4), 180-186.
• Basilaia, G., & Kvavadze, D. (2020). Transition to online education in schools during a SARS-CoV-2 coronavirus (Covid-19) pandemic in Georgia. Pedagogical Research, 5(4), 1-9.
• Bennett R., Uink B. & Cross S. (2020). Beyond the social: Cumulative implications of Covid-19 for first nations university students in Australia. Social Sciences & Humanities Open, 2(1), 1-5.
• Burke, J., & Dempsey, M. (2020). Covid-19 practice in primary schools in Ireland report. National University of Ireland Maynooth, Ireland.
• Cao, W., Fang, Z., Hou, G., Han, M., Xu, X., Dong, J., & Zheng, J. (2020). The psychological impact of the Covid-19 epidemic on college students in China. Psychiatry Research, 287, 1-5.
• Carrillo, C. & Flores, M. A., (2020). Covid-19 and teacher education: A literature review of online teaching and learning practices. European Journal of Teacher Education, 43(4), 466-487.
• Cavanaugh, C. S. (2001). The effectiveness of interactive distance education technologies in K-12 Learning: A meta-analysis. International Journal of Educational Telecommunications, 7(1), 73-88.
• Chen, E., Kaczmarek, K., & Ohyama, H. (2021). Student perceptions of distance learning strategies during Covid‐19. Journal of Dental Education, 85(1), 1190-1191.
• Churiyah, M., Sholikhan, S., Filianti, F., & Sakdiyyah, D. A. (2020). Indonesia education readiness conducting distance learning in Covid-19 pandemic situation. International Journal of Multicultural and Multireligious Understanding, 7(6), 491-507.
• Cohen, E., Hoz, R., & Kaplan, H. (2013). The practicum in preservice teacher education: A review of empirical studies. Teaching Education, 24(4), 345-380.
• Creswell, J. W. (2007). Research designs: Qualitative, quantitative and mixed methods approaches. University of Nebraska-Lincoln: Sage Publications
• Creswell, J. W., & Poth, C. N. (2016). Qualitative inquiry and research design: Choosing among five approaches. New York: Sage Publications.
• Davis, N. L., Gough, M., & Taylor, L. L. (2019). Online teaching: advantages, obstacles and tools for getting it right. Journal of Teaching in Travel & Tourism, 19(3), 256-263.
• Dias, M. D. O., Lopes, R. D. O. A., & Teles, A. C. (2020). Will virtual replace classroom teaching? Lessons from virtual classes via zoom in the times of Covid-19. Journal of Advances in Education and Philosophy, 4(5), 208-213.
• Dongre, A.R., Deshmukh, P.R., Kalaiselvan, G. & Upadhyaya, S. (2010). Application of qualitative methods in health research: An overview. Online Journal of Health and Allied Sciences, 8(4), 1-5.
• Dutta, S., & Smita, M. K. (2020). The impact of Covid-19 pandemic on tertiary education in Bangladesh: Students’ perspectives. Open Journal of Social Sciences, 8(9), 53-68.
• Erdemci, H. & Elçiçek, M. (2022). Investigation of special education teachers’ online teaching experiences during covid 19 pandemic. Journal of Computer and Education Research, 10 (20), 319-329. https://doi.org/10.18009/jcer.1081755
• Gentles, S. J., Charles, C., Ploeg, J. & McKibbon, K. A. (2015) Sampling in qualitative research: Insights from 9 an overview of the methods literature. The Qualitative Report, 20(11), 1772-1789.
• Gillham, B. (2000). Developing a questionnaire. London: Continuum.
• Greve, S., Weber, K. E., Brandes, B. & Maier, J. (2020). Development of pre-service teachers’ teaching performance in physical education during a long-term internship. German Journal of Exercise and Sport Research, 50(3), 343-353.
• Giannini, S. & Lewis, G.S. (2020). Three ways to plan for equity during the coronavirus school closures.https://gemreportunesco.wordpress.com/2020/03/25/three-ways-toplanforequityduring-the-coronavirus-school-closures
• Güneş, S. & Kaya, F. (2022). Transition to distance education during covid-19 pandemic: Opinions of faculty members and pre-service teachers in an English language teaching department in Turkey. Journal of Computer and Education Research, 10 (20), 547-571. https://doi.org/10.18009/jcer.1131782
• Hascher, T. & De Zordo, L. (2015). Long forms of internships. A look at Austria and Switzerland. Journal für LehrerInnenbildung, 15(2),22–32.
• Higher Education Institution (2021). Teacher training undergraduate programs. Retrieved from https://www.yok.gov.tr/kurumsal/idari-birimler/egitim-ogretim-dairesi/yeni-ogretmen-yetistirme-lisans-programlari
• Hodges, C., Moore, S., Lockee, B., Trust, T., & Bond, A. (2020). The difference between emergency remote teaching and online learning. EDUCAUSE Review.
• Huang, C., Wang, Y., Li, X., Ren, L., Zhao, J., Hu, Y., ... & Cao, B. (2020). Clinical features of patients infected with 2019 novel coronavirus in Wuhan, China. The Lancet, 395(10223), 497-506.
• Iwai, Y. (2020). Online Learning during the Covid-19 Pandemic: What do we gain and what do we lose when classrooms go virtual? Scientific American. Retrieved from https://blogs.scientificamerican.com/observations/online-learning-during-the-covid-19-pandemic/
• Kaba, S. & Urey, M. (2022). Teachers’ metaphorical perceptions regarding the concept of emergency distance education. Journal of the Human and Social Science Researches, 11(2), 905-927.
• Karakaya-Cirit, D. & Aydemir, S. (2020). The effect of self-reflection activities on preservice science teachers’ classroom teaching practices. Journal of Computer and Education Research, 8 (15), 28-40. https://doi.org/10.18009/jcer.636037
• Krzywacki, H. (2009). Becoming a teacher: Emerging teacher identity in mathematics teacher education (Unpublished doctoral dissertation, University of Helsinki, Finland). http://search.proquest.com
• Lin, C. Y. (2020). Social reaction toward the 2019 novel coronavirus (COVID-19). Social Health and Behavior, 3, 1–2.
• MacMillan, K. & Koenig, T. (2004). The wow factor: Preconceptions and expectations for data analysis software in qualitative research. Social Science Computer Review, 22(2), 179–186.
• Mastan, I. A., Sensuse, D. I., Suryono, R. R., & Kautsarina, K. (2022). Evaluation of distance learning system (e-learning): A systematic literature review. Jurnal Teknoinfo, 16(1), 132-137.
• McMillan, J. H., & Schumacher, S. (2010). Research in education: Evidence based inquiry (7th ed.). New York, NY: Longman.
• Miles, B. M. & Huberman, A. M. (1994). Qualitative data analysis. London: Sage Publication.
• Ministry of National Education of Turkey [MNET] (2020a). Turkey is one of the 2 countries that provided distance education nationally in the coronavirus epidemic. Retrieved from https://www.meb.gov.tr/turkiye-koronavirus-salgininda-ulusal-capta-uzaktan-egitim-veren-2-ulkeden-biri/haber/20618/tr
• Ministry of National Education of Turkey [MNET] (2020b). Satellite frequency and broadcasting platforms information for distance education. Retrieved from http://www.meb.gov.tr/uzaktan-egitim-icin-uydu-frekans-ve-yayin-platformlari-ilgileri/haber/20565/tr
• Mishra, P. & Koehler, M. J. (2006). Technological pedagogical content knowledge: A framework for teacher knowledge. Teachers College Record, 108(6), 1017–1054.
• Mshvidobadze, T., & Gogoladze, T. (2012). About web-based distance learning. International Journal of Distributed and Parallel Systems (IJDPS), 3(3), 133-143.
• Neuman, W. L. (2012). Methods for social research: Qualitative and quantitative approaches. Istanbul: Yayin Odasi.
• Mulenga, E. M. & Marbán, J. M. (2020). Is Covid-19 the gateway for digital learning in mathematics education? Contemporary Educational Technology, 12(2), 1-11.
• Mohan, G., McCoy, S., Carroll, E., Mihut, G., Lyons, S., & Mac Domhnaill, C. (2020). Learning for all? Second-level education in Ireland during Covid-19 (ESRI Survey and Statistical Report. Economic and Social Research Institute). https://www.esri.ie/system/files/publications/ SUSTAT92_3.pdf
• Palinkas, L. A., Horwitz, S. M., Green, C. A., Wisdom, J. P., Duan, N. & Hoagwood, K. (2015). Purposeful sampling for qualitative data collection and analysis in mixed method implementation research. Administration and Policy in Mental Health and Mental Health Services Research, 42(5), 533-544.
• Reimers, F. M., & Schleicher, A. (2020). A framework to guide an education response to the COVID-19 pandemic of 2020. Paris: OECD.
• Sá, M. J., & Serpa, S. (2020). The global crisis brought about by SARS-CoV-2 and ıts ımpacts on education: an overview of the Portuguese panorama. Science Insights Education Frontiers, 5(2), 525-530.
• Tabata, L. N., & Johnsrud, L. K. (2008). The impact of faculty attitudes toward technology, distance education, and innovation. Research in Higher Education, 49(7), 625-646.
• Tashakkori, A. & Teddlie, C. (2003) Handbook of mixed methods in social & behavioral research. Thousand Oaks: Sage Publication.
• Usun, S. (2006). Uzaktan egitim [Distance education]. Ankara: Nobel Yayincilik.
• Uzun, S. & Koparan, T. (2021). Öğretmenlik uygulaması dersine yönelik beklentilerin ve sürecin değerlendirilmesi [Evaluation of teaching practice lesson expectations and its process]. Journal of Computer and Education Research, 9 (18), 546-574. https://doi.org/10.18009/jcer.892761
• World Health Organization (WHO) (2020). Coronavirus disease (COVID-19) pandemic. Retrieved from https://www.who.int/emergencies/