COVID-19 Krizinin Ardından Okul Deneyimi Üzerine Yeniden Düşünme: Hizmet Öncesi İngilizce Öğretmenlerinin Görüşleri

Abstract

Bu nitel çalışma, Türkiye’deki hizmet öncesi İngilizce öğretmenlerinin COVID-19 pandemisi sonrasındaki okul uygulaması deneyimlerine dair iç görülerini anlamayı amaçlamaktadır. Bu amaç doğrultusunda, Türkiye’deki bir üniversitedeki İngilizce öğretmenliği bölümünde öğrenim gören on dört hizmet öncesi İngilizce öğretmeninin iki dönem boyunca edindikleri tecrübeler ve yaptıkları gözlemler veri olarak kullanılmıştır. Veriler, haftalık yansıtma yazıları ve yarı-yapılandırılmış yüz yüze görüşmeler ile toplanmıştır. Çalışmada elde edilen bulgular, öğretmen adaylarının, iki sene süren çevrimiçi eğitim sonrasında kendilerini öğretmenlik uygulaması için yetersiz ve stresli hissettiklerini ortaya koymuştur. Bunun başlıca nedeninin, Eğitim fakültesindeki çevrimiçi derslerdeki yetersiz öğretim aktiviteleri olduğu belirlenmiştir. Buna ek olarak, katılımcılar, çevrimiçi eğitim sonrasında ortaokul öğrencilerindeki davranış değişimlerini ve sınıf yönetimi sorunlarını gözlemlediklerini dile getirmişlerdir. Öğretmen adaylarının bu konulara getirdiklerini öneriler sayesinde bu çalışmanın alan yazına katkı sunacağı düşünülmektedir. Son olarak, bu çalışmadan elde edilen bulgular, öğretmen eğitimi programları, uygulama öğretmenleri ve uygulama akademisyenleri tarafından okul uygulamasının geliştirilmesi için kullanılabilir.

Keywords

• okul uygulaması
• pandemi
• hizmet öncesi öğretmenlerin iç görüsü

Rethinking the Practicum after the COVID-19 Crisis: Insights from Pre-service EFL Teachers

Abstract

This qualitative study aims to investigate the insights of Turkish pre-service EFL teachers about their school practicum experiences after the pandemic. To achieve this aim, fourteen pre-service EFL teachers at a university in Turkey shared their experiences and observations for two semesters in the process of their school practicum. The relevant data was collected via weekly reflection papers and semi-structured interviews. The results put forward that pre-service EFL teachers feel themselves unready and stressful after spending two years with online education and having fewer teaching practices. Also, this study indicates the changing habits of students and the necessary alterations in classroom practices after returning to face-to-face education. Additionally, this study aims to make contributions to the relevant literature by giving place to the suggestions made by pre-service teachers. The findings of this study also have implications for teacher education programs, mentor teachers, and university supervisors in terms of redesigning the school practicum component.

Keywords

• school practicum
• pandemic
• pre-service teacher insights

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