Öğretmen Adaylarının Çevrimiçi Eğitmenlik Deneyimlerinin İncelenmesi

Abstract

Bu çalışmada öğretmen adaylarının çevrimiçi öğrenme ortamında edindikleri çevrimiçi eğitmenlik deneyimleri ve algılarının incelenmesi amaçlanmıştır. Bu amaç doğrultusunda gerçekleştirilen durum çalışmasında, öğretmen adaylarının çevrimiçi eğitmenlik deneyimlerinden yola çıkarak bu süreçte eğitmenler için ortaya çıkabilecek problemler ve olası çözüm önerileri belirlenmiştir. Çalışmaya bir devlet üniversitesinin iki farklı bölümünde okumakta olan 10’u çevrimiçi eğitmenlik deneyimi için moderatör olan ve moderatör öğrencilerin verdiği eğitimi dinleyip değerlendiren 12 kişi olmak üzere toplamda 22 öğrenci katılmıştır. Çalışmaya katılan moderatör öğretmen adayları tekno-parti adı verilen öğrenme etkinliği kapsamında çalışma odalarına ayrılarak, 20’dk süre ile çevrimiçi ortamda akranlarına eğitim verme deneyimi yaşamıştır. Uygulama sürecinin ardından öğretmen adayları ile yarı yapılandırılmış görüşmeler yapılmıştır. Katılımcılardan elde edilen görüşme verileri ve araştırmacı gözlem notları üzerinde içerik analizi yürütülmüştür. İçerik analizi sonucunda ortaya çıkan kodlar dört tema altında toplanmıştır. Buna göre birinci tema öğretmen adaylarının çevrimiçi eğitmenlik üzerine yaşadığı deneyimler, ikinci tema çevrimiçi ortamda yaşadıkları/yaşanabilecek aksaklıklara ilişkin çözüm önerileri, üçüncü tema bu deneyimin mesleki katkısına ilişkin görüşleri ve dördüncü tema gelecekte çevrimiçi eğitmenlik eğitimi üzerine verilebilecek bir program içeriği hakkındaki görüşleridir.

Keywords

• Çevrimiçi Eğitmen
• Çevrimiçi Öğrenme
• Öğretmen Eğitimi
• Durum Çalışması

Examining the Online Teaching Experiences of Pre-Service Teachers

Abstract

This study aimed to examine the online teaching experiences and perceptions of pre-service teachers in an online learning environment. In this case study designed research, the problems that may arise for the instructors in the online teaching process and possible solution suggestions to these problems were determined based on the online teaching experiences of the pre-service teachers. A total of 22 students, 10 of whom were moderators for the online teaching experience, and 12 students who listened and evaluated the training given by the moderator students, participated in the study from two different departments of a state university. The moderator teacher candidates were assigned to the study rooms within the scope of the learning activity called techno-party and had the experience of teaching their peers online for 20 minutes. After the implementation process, semi-structured interviews were conducted with the teacher candidates. Content analysis was carried out on the interview data obtained from the participants and the researcher observation notes. The codes that emerged as a result of the content analysis were grouped under four themes. The first theme is the experiences of pre-service teachers on online teaching, the second theme is their suggestions for solutions to the problems they have experienced / may experience in the online environment, the third theme is their views on the professional contribution of this experience, and the fourth theme is their views on the content of a program that can be given on online teacher education in the future.

Keywords

• Online Teacher
• Online Learning
• Teacher Education
• Case Study

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