Acil Durumlarda İngilizce Öğretmeni Eğitimi: Kritik Bağlantı Modeli

Yıl 2023, , 1 - 27, 10.10.2023

Züleyha Ünlü

https://doi.org/10.52597/buje.1120905

Öz

Covid-19 salgını sırasında öğretmen eğitimleri çevrimiçi platformlarda gerçekleştirildi. Bu durum tüm alan için yeni bir deneyim olmasına rağmen, bu dönem acil durumlarda dil öğretmeni eğitimi için faydalı bir kaynak olarak ön plana çıkmaktadır. Bu nedenle bu çalışma, dil öğretmeni adaylarının, uygulama öğretmenlerinin ve öğretim üyelerinin deneyimlerini ortaya koymak amacıyla yürütülmüştür. Çalışma, Karadeniz Bölgesi’nde bir üniversitede Şubat-Haziran 2021’de yürütülmüştür. Temellendirilmiş kuramın veri analiz süreçleri ve vaka çalışması araştırma tekniklerini takip eden bu çalışmada, 2020-2021 güz döneminde 22 aday dil öğretmeni ile yarı-yapılandırılmış görüşmeler yapılmıştır. Ayrıca, altı öğretim üyesi ve üç uygulama öğretmeni ile nitel çevrimiçi anketler yapılmıştır. Veri analizi, öncüller, etki ve sonuçlardan oluşan kritik bağlantıların, dil öğretmeni eğitiminin çevrimiçi platformlarda etkin bir şekilde uygulanması için belirleyici çıkarımlar sunduğunu göstermiştir. Bu kritik bağlantıların çevrimiçi dil öğretmeni eğitiminde dikkate alınması olası problemlerin öngörülmesi ve önlenmesini yardımcı olabilir.

Anahtar Kelimeler

covid-19, acil durumlar, çevrim içi öğretmen eğitimi, kritik bağlantılar

A Case Study of English Language Teacher Training during Emergencies: Critical Junctures

Öz

Teacher training was carried onto the online platforms during the Covid-19 outbreak. Although it was a novel experience for the whole field, this period stands as a beneficial source for language teacher training in emergencies. This study, therefore, was conducted to document the experiences of pre-service language teachers, teacher mentors, and university lecturers. The study was conducted between February and June 2021 at a university in the Black Sea region of Turkey. Following the data analysis procedures of grounded theory and the inquiry traditions of the case study, semi-structured interviews with 22 pre-service language teachers during the 2020 – 2021 fall semester were conducted. Additionally, qualitative online surveys were conducted with six university lecturers and three teacher mentors. The data analysis indicated that the critical junctures, which are constituted of antecedents, impacts, and consequences, present implications for effective language teacher training on online platforms. Taking these junctures into account while designing online teacher training could help prevent potential problems.

Anahtar Kelimeler

covid-19, critical junctures, emergency, online teacher training

Kaynakça

• Akuratiya, D. A., & Meddage, D. N. (2020). Students’ perception of online learning during COVID-19 pandemic: A survey study of IT students. Tablet, 57(48), 23.
• Almazova, N.; Krylova, E.; Rubtsova, A.; Odinokaya, M. (2020). Challenges and Opportunities for Russian Higher Education amid COVID-19: Teachers’ Perspective. Educ. Sci. 10 (368). https://doi.org/10.3390/educsci10120368
• Arbaugh, J. B. (2000). How classroom environment and student engagement affect learning in Internet-based MBA courses. Business Communication Quarterly, 63(4), 9-26.
• Ates, O. (2021). During times of disruption: The experience of emergency remote teaching in higher education in Turkey. In A. W. Thornburg, R. J. Ceglie & D. F. Abernathy (eds.), Handbook of research on lessons learned from transitioning to virtual classrooms during a pandemic (pp. 292-312). IGI Global.
• Bao, W. (2020). COVID-19 and online teaching in higher education: A case study of Peking University. Human Behavior and Emerging Technologies, 1-3. doi:10.1002/hbe2.191
• Barber, J. P., & Walczak, K. K. (2009). Conscience and critic: Peer debriefing strategies in grounded theory research. In Annual Meeting of the American Educational Research Association, San Diego, CA.
• Carilla, C., & Flores, A. M. (2020). COVID-19 and teacher education: a literature review of online teaching and learning practices, European Journal of Teacher Education, 43(4), 466-487, DOI: 10.1080/02619768.2020.1821184
• Charmaz, K. (2006). Constructing grounded theory. London: Sage.
• Creswell, J. (2002). Research design: Qualitative, quantitative and mixed methods approaches. London: Sage
• Çobanoğlu, A. A., & Cobanoglu, I. (2021). Do Turkish student teachers feel ready for online learning in post-covid times? A study of online learning readiness. Turkish Online Journal of Distance Education, 22(3), 270-280.
• Donitsa-Schmidt, S., & Rony Ramot (2020) Opportunities and challenges: teacher education in Israel in the Covid-19 pandemic. Journal of Education for Teaching, 46(4), 586-595. doi: 10.1080/02607476.2020.1799708
• Dörnyei, Z. (2007). Research methods in applied linguistics: Quantitative, qualitative, and mixed methodologies. Oxford; New York, N.Y: Oxford University Press.
• Ellis, V., Steadman, S., & Mao, Q. (2020). “Come to a screeching halt”: Can change in teacher education during the COVID-19 pandemic be seen as innovation? European Journal of Teacher Education, 43(4), 559-572. https://doi.org/10.1080/02619768.2020.1821186
• Ersin, P., Atay, D., & Mede, E. (2020). Boosting preservice teachers’ competence and online teaching readiness through e-practicum during the COVID-19 outbreak. International Journal of TESOL Studies, 2(2), 112-124.
• Ferdig, R. E., Baumgartner, E., Hartshorne, R., Kaplan-Rakowski, R., & Mouza, C. (Eds.). (2020). Teaching, technology, and teacher education during the COVID-19 pandemic: Stories from the field. Association for the Advancement of Computing in Education.
• Fidan, N. K., & Yıldırım, N. (2022). Teacher Education in Turkey in the Covid-19 Pandemic: Experiences of the Pre-Service Teachers about the Online Teaching Practice. Psycho-Educational Research Reviews, 11(1), 77-92.
• Fuertes-Camacho, M. T., Dulsat-Ortiz, C., & Álvarez-Cánovas, I. (2021). Reflective Practice in times of Covid-19: A tool to improve education for sustainable development in pre-service teacher training. Sustainability, 13(11), 1-19.
• Glaser, B. G., & Strauss, A. L. (1967). The discovery of grounded theory: Strategies for qualitative research. New York: Aldine de Gruyter.
• Hassani, V. (2021). The impacts of COVID-19 pandemic on English language teacher education in Iran: Challenges and opportunities. Teaching English as a Second Language Quarterly (Formerly Journal of Teaching Language Skills), 40(3), 83-116. https://doi.org/10.22099/jtls.2021.39716.2941
• Hay, A., Hodgkinson, M., Peltier, J. W., & Drago, W. A. (2004). Interaction and virtual learning. Strategic change, 13(4), 193.
• Hitkova, P. (2021). English teacher training in Slovakia during Covid19. INTED2021 Proceedings, 10255.
• Hodges, C., Moore, S., Lockee, B., Trust, T., & Bond, A. (2020). The difference between emergency remote teaching and online learning. EDUCAUSE Review, 3. Retrieved from https://er.educause.edu/articles/2020/3/the-difference-between-emergency-remote-teaching-and-online-learning.
• Johansson, R. (2003). Case study methodology. International Conference: Methodologies in Housing Research. Stockholm.
• Jones, M. & Alony, I. (2011). Guiding the use of Grounded Theory in doctoral studies – An example from the Australian film industry. International Journal of Doctoral Studies, 6, 95-114.
• Judd, J., B. A. Rember, T. Pellegrini, B. Ludlow, and J. Meisner (2020). “This is Not Teaching”: The Effects of COVID-19 on Teachers. Retrieved from https://www.socialpublishersfoundation.org/knowledge_base/this-is-not-teaching-the-effects-of-covid-19-on-teachers/
• Kaya, S. (2021). Predictors of online learning satisfaction of pre-service teachers in Turkey. Research in Pedagogy, 11(2), 586-607.
• Kidd, W., & Murray, J. (2020). The Covid-19 pandemic and its effects on teacher education in England: how teacher educators moved practicum learning online. European Journal of Teacher Education, 43(4), 542-558. doi: 10.1080/02619768.2020.1820480
• la Velle, L., Newman, S., Montgomery, C., & Hyatt, D. (2020). Initial teacher education in England and the Covid-19 pandemic: challenges and opportunities. Journal of Education for Teaching, 46(4), 596-608. doi: 10.1080/02607476.2020.1803051
• Lei, S. I., & So, A. S. I. (2021). Online teaching and learning experiences during the COVID-19 pandemic–A comparison of teacher and student perceptions. Journal of Hospitality & Tourism Education, 33(3), 148-162.
• Lim, D. H., Morris, M. L., & Kupritz, V. W. (2007). Online vs. blended learning: Differences in instructional outcomes and learner satisfaction. Journal of Asynchronous Learning Networks, 11(2), 27-42.
• Lincoln, Y. S., & Guba, E. G. (1985). Naturalistic inquiry. Sage.
• Llerena-Izquierdo J., Ayala-Carabajo R. (2021) University teacher training during the COVID-19 emergency: The role of online teaching-learning tools. In: Rocha Á., Ferrás C., López-López P.C., Guarda T. (Eds.) Information technology and systems. ICITS 2021. Advances in Intelligent Systems and Computing, Vol. 1331. Springer, Cham. https://doi.org/10.1007/978-3-030-68418-1_10
• Moyo, N. (2020). Covid- 19 and the future of practicum in teacher education in Zimbabwe: Rethinking the 'new normal' in quality assurance for teacher certification. Journal of Education for Teaching, 46(4), 536-545, DOI: 10.1080/02607476.2020.1802702
• Murray, C., Heinz, M., Munday, I., Keane, E., Flynn, N., Connolly, C., Hall, T., & MacRuairc, G. (2020). Reconceptualising relatedness in education in “Distanced” Times. European Journal of Teacher Education, 43(4), 488-502. https://doi.org/10.1080/02619768.2020.1806820
• Muthuprasad, T., Aiswarya, S., Aditya, K. S., & Jha, G. K. (2021). Students’ perception and preference for online education in India during COVID-19 pandemic. Social Sciences & Humanities Open, 3(1), 100101.
• O’Brien, W., Adamakis, M., O’Brien, N., Onofre, M., Martins, J., Dania, A., Makopoulou, K., Herold, F., Ng, K., & Costa, J. (2020). Implications for European physical education teacher education during the COVID-19 pandemic: A cross-institutional SWOT analysis. European Journal of Teacher Education, 43(4), 503-522. https://doi.org/10.1080/02619768.2020.1823963
• Özer, M. (2020). The contribution of the strengthened capacity of vocational education and training system in Turkey to the fight against Covid-19. Yükseköğretim Dergisi, 10(2), 134-140.
• Özüdoğru, G. (2021). Problems faced in distance education during Covid-19 Pandemic. Participatory Educational Research, 8(4), 321-333.
• Paudel, P. (2021). Online education: Benefits, challenges and strategies during and after COVID-19 in higher education. International Journal on Studies in Education (IJonSE), 3(2), 70-85.
• Picciano, A. G. (2002). Beyond student perceptions: Issues of interaction, presence, and performance in an online course. Journal of Asynchronous learning networks, 6(1), 21-40.
• Pozo-Rico, T., Gilar-Corbí, R., Izquierdo, A., & Castejón, J.-L. (2020). Teacher training can make a difference: Tools to overcome the impact of COVID-19 on primary schools. An experimental study. International Journal of Environmental Research and Public Health, 17(22), 8633. MDPI AG. Retrieved from http://dx.doi.org/10.3390/ijerph17228633
• Ritchie, J., & Lewis, J. (2003). Qualitative research practice. Great Britain: Sage Publications.
• Sánchez-Cruzado, C., Santiago Campión, R., & Sánchez-Compaña, M. T. (2021). Teacher digital literacy: The indisputable challenge after COVID-19. Sustainability, 13(4), 1858. MDPI AG. Retrieved from http://dx.doi.org/10.3390/su13041858
• Sart, G. (2021). How to manage remote learning and teaching in higher education during the lockdowns: case of Turkey. In INTED2021 Proceedings (pp. 10715-10715). IATED.
• Sepulveda-Escobar, P., & Morrison, A. (2020). Online teaching placement during the COVID-19 pandemic in Chile: Challenges and opportunities. European Journal of Teacher Education, 43(4), 587-607. https://doi.org/10.1080/02619768.2020.1820981
• Strauss, A. L., & Corbin, J. (2008). Basics of qualitative research: Grounded theory procedures and techniques. London: Sage.
• Sullivan, F., Hillaire, G., Larke, L., & Reich, J. (2020). Using teacher moments during the COVID-19 pivot. Journal of Technology and Teacher Education, 28(2), 303-313.
• Sungur-Gül, K., & Ateş, H. (2021). Understanding pre-service teachers’ mobile learning readiness using theory of planned behavior. Educational Technology & Society, 24(2), 44-57.
• Surahman, E., & Wang, T. H. (2022). Academic dishonesty and trustworthy assessment in online learning: a systematic literature review. Journal of Computer Assisted Learning, 1-19.
• Swan, K., Shea, P., Fredericksen, E., Pickett, A., Pelz, W., & Maher, G. (2000). Building knowledge building communities: Consistency, contact and communication in the virtual classroom. Journal of Educational Computing Research, 23(4), 359-383.
• Terenko, O., & Ogienko, O. (2020). How to teach pedagogy courses online at university in COVID-19 pandemic: Search for answers. Romanian Journal for Multidimensional Education/Revista Romaneasca pentru Educatie Multidimensionala, 12.
• Tokuç, B., & Varol, G. (2020). Medical education in Turkey in time of COVID-19. Balkan Medical Journal, 37(4), 180.
• Toquero, C., Talidong, K. (2020). Webinar Technology: Developing Teacher Training Programs for Emergency Remote Teaching amid COVID-19. Interdisciplinary Journal of Virtual Learning in Medical Sciences, 11(3), 200-203. doi: 10.30476/ijvlms.2020.86889.1044
• Trautwein, U., Lüdtke, O., Kastens, C., & Köller, O. (2006). Effort on homework in grades 5–9: Development, motivational antecedents, and the association with effort on classwork. Child development, 77(4), 1094-1111.
• Unlu, Z. (2015). Exploring teacher-student classroom feedback interactions on EAP writing: A grounded theory approach. [Unpublished doctoral dissertation]. University of Warwick.
• Unlu, Z., & Wharton, M. S. (2015). Exploring classroom feedback interactions around EAP writing: a data-based model. Journal of English for Academic Purposes, 17, 24-36.
• Valizadeh, M., & Soltanpour, F. (2021). Higher education learners’ attitudes towards emergency online instruction during covid-19 pandemic: the context of turkey. Advanced Education, 123-132.
• Yin, R. (2003). Case study research: Design and methods. Thousand Oaks: Sage.