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

Yıl 2022, , 718 - 736, 13.10.2022

Ümran Alan , Tuğçe Sinoğlu Günden

https://doi.org/10.14686/buefad.1128553

Cited By: 2

Öz

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.

Anahtar Kelimeler

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

Destekleyen Kurum

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Proje Numarası

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Teşekkür

We are thankful to all of the participant preservice teachers.

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

Öz

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.

Anahtar Kelimeler

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

Proje Numarası

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Kaynakça

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