Distance education in the Covid-19 pandemic period: opinions of primary pre-service teachers about teaching practice course

Year 2021, , 726 - 744, 31.12.2021

Umit Izgı-onbasılı , Burcu Sezginsoy

https://doi.org/10.31681/jetol.1016098

Cited By: 5

Abstract

The Covid-19 pandemic, which has come to the fore all over the world, has had serious effects in the education process as in every field. Countries have urgently tried to make the necessary arrangements regarding their education systems. Similarly, in Turkey, the Ministry of National Education tried to transfer the courses in formal education to the distance education system in all schools and Higher Education Institutions. However, until this time, only theoretical courses and courses regarding the technology-based practices were included in distance education. In this sense, serious difficulties have experienced especially in practical courses such as laboratories and internships. One of the biggest debates in education faculties, which had to take a break from face-to-face education as of March 2020, has been about how to conduct internship courses such as teaching practice in the distance education process. For this reason, this study aimed to examine the opinions of primary school pre-service teachers about the teaching practice course during the pandemic process. Both pre-service teachers and primary school students, whom they taught and observed within the scope of the teaching practice course, experienced the distance education process for the first time. It is very important to investigate the positive and negative experiences of the primary school pre-service teachers who will start to work as the teachers of the future and to take the necessary precautions. In this context, this study, which was carried out as a a phenomological study, was conducted with 8 pre-service teachers who were enrolled in a teaching practice course at a state university in the fall semester of 2020-2021. While the data were obtained from open-ended questions, the reports and lesson plans kept during the semester were examined by the researchers. The data were analyzed by qualitative analysis methods.

Keywords

Covid-19, Primary Pre-service teacher, Distance education

References

• Agnoletto, R., & Queiroz, V. (2020). COVID-19 and the challenges in Education. The Centro de Estudos Sociedade e Tecnologia (CEST), 5(2).
• Allen, M., Bourhis, J., Burrell, N., & Mabry, E. (2002). Comparing student satisfaction with distance education to traditional classrooms in higher education: A meta-analysis. The American Journal of Distance Education, 16(2), 83-97.
• Aydın, S. (2021). Covıd-19 Pandemisi sürecinde fen bilimleri öğretmen adaylarının öğretmenlik uygulaması dersi ile ilgili görüşleri, International Journal of Eurasia Social Sciences (IJOESS), 12(45), 677-693.
• Bakioğlu, B., Çevik, M. (2020). COVID-19 pandemisi sürecinde fen bilimleri öğretmenlerinin uzaktan eğitime ilişkin görüşleri. Turkish Studies, 15(4), 109-129.
• Baran, E. & AlZoubi, D. (2020). Human-Centered Design as a Frame for Transition to Remote Teaching during the COVID-19 Pandemic. Journal of Technology and Teacher Education, 28(2), 365-372. Waynesville, NC USA: Society for Information Technology & Teacher Education. Retrieved August 30, 2021, from https://www.learntechlib.org/primary/p/216077/.
• Bilgiç, H. G., & Tüzün, H. (2015). The problems experienced web-based distance education programs in higher education institutes. Journal of Open Education Applications and Research, 1(3), 26-50.
• Bozkurt, A., & Sharma, R. C. (2020). Emergency remote teaching in a time of global crisis due to CoronaVirus pandemic. Asian Journal of Distance Education, 15(1), i-vi.
• Can, E. (2020). Coronavirüs (Covid-19) pandemisi ve pedagojik yansımaları: Türkiye’de uzaktan eğitim uygulamaları. Açıköğretim Uygulamaları ve Araştırmaları Dergisi, 6(2), 11-53.
• Çakın, M., & Külekçi Akyavuz, E. (2020). Covid-19 süreci ve eğitime yansıması: Öğretmen görüşlerinin incelenmesi. International Journal of Social Sciences and Education Research, 6(2), 165-186.
• Çetintaş, B., & Ayten, G. E. N. Ç. (2005). Almanca öğretmen adaylarının öğretmenlik uygulaması derslerine ilişkin görüş ve deneyimleri. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 29(29), 75-84.
• Çilek, A., Uçan, A., & Ermiş, M. (2021). Pandemi sürecinde sınıf öğretmenlerinin uzaktan eğitime ilişkin görüşleri. Turan Stratejik Araştırmalar Merkezi, 13(49), 308-323.
• Durak, G., Çankaya, S., & İzmirli, S. (2020). Examining the Turkish universities’ distance education systems during the COVID-19 pandemic. Necatibey Faculty of Education Electronic Journal of Science and Mathematics Education, 14(1), 787-809.
• Eti, İ. & Karaduman, B. (2020). COVİD-19 pandemisi sürecinin öğretmen adaylarının mesleki yeterlikleri açısından incelenmesi. Milli Eğitim Dergisi, Salgın Sürecinde Türkiye'de ve Dünyada Eğitim, 635-656. DOI: 10.37669/milliegitim.787238
• Güven, S., & Uçar, M. (2021). Öğretmen adaylarının uzaktan eğitim ve öğretmenlik uygulaması dersine ilişkin görüşleri. Journal of Awareness, 6(3), 165-183.
• Hebebci, M. T., Bertiz, Y., & Alan, S. (2020). Investigation of views of students and teachers on distance education practices during the Coronavirus (COVID-19) Pandemic. International Journal of Technology in Education and Science (IJTES), 4(4), 267-282.
• Hojeij, Z., & Baroudi, S. (2021). Engaging pre-service teachers in virtual field experience during covıd-19: designing a framework to inform the practice. International Journal of Distance Education Technologies (IJDET), 19(3), 14-32.
• Iyer, P., Aziz, K., & Ojcius, D. M. (2020). Impact of COVID‐19 on dental education in the United States. Journal of Dental Education, 84(6), 718-722.
• Kahraman, M. E. (2020). COVID-19 salgınının uygulamalı derslere etkisi ve bu derslerin uzaktan eğitimle yürütülmesi: temel tasarım dersi örneği. Medeniyet Sanat Dergisi, 6 (1), 44-56. DOI: 10.46641/medeniyetsanat.741737
• Karadüz, A., Eser, Y., Şahin, C. & İlbay, A. (2014). The effectiveness of teaching practice module in opinions of final-year student teachers. Mustafa Kemal Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 6 (11), 440-453. Retrieved from https://dergipark.org.tr/en/pub/mkusbed/issue/19558/208501.
• Karakuş, N., Ucuzsatar, N., Karacaoğlu, M. Ö., Esendemir, N. & Bayraktar, D. (2020). Türkçe öğretmeni adaylarının uzaktan eğitime yönelik görüşleri. RumeliDE Dil ve Edebiyat Araştırmaları Dergisi, (19), 220-241.
• Kavuk, E.& Demirtaş, H. (2021). COVID-19 pandemisi sürecinde öğretmenlerin uzaktan eğitimde yaşadığı zorluklar. E-International Journal of Pedandragogy, 1(1), 55-73.
• Kiraz, E. (2001). Aday öğretmen-rehber öğretmen etkileşimi: Mesleki gelişimde diğer boyut. Eğitim araştırmaları, 5, 85-92.
• Liyanagunawardena, T., & Williams, S. A. (2021). Emergency remote education: experience from Sri Lanka during covid-19. Asian Journal of Distance Education, 16(1), 207-229. Retrieved from http://www.asianjde.com/ojs/index.php/AsianJDE/article/view/554.
• Merriam, S. B. (2018). Nitel araştırma: Desen ve uygulama için bir rehber. S. Turan (Çev. Edt.). Nobel Yayınevi.
• Miles, M. B. & Huberman A. M. (1994). An expanded sourcebook qualitative data analysis. California: Sage Publications
• Mohammad Nasri, N., Husnin, H., Mahmud, S. N. D., & Halim, L. (2020). Mitigating the COVID-19 pandemic: A snapshot from Malaysia into the coping strategies for pre-service teachers’ education. Journal of Education for Teaching, 46(4), 546-553.
• Nel, C., & Marais, E. (2020). Preservice teachers use of WhatsApp to explain subject content to school children during the COVID-19 Pandemic. International Journal of Work-Integrated Learning, 21(5), 629-641.
• Patton, M.Q. (2002). Qualitative research & evaluation methods (3rd ed.). Thousand Oaks, CA: Sage.
• Russel, T. L. (1999). The No significant difference phenomenon as reported in 355 research reports, summaries, and papers. USA: North Carolina State University.
• Sağlık Bakanlığı (2020). Covid-19 (Sars-CoV-2 Enfeksiyonu) Rehberi. Erişim: https://covid19bilgi.saglik.gov.tr/depo/rehberler/COVID-19_Rehberi.pdf (Erişim Tarihi: 16.07.2020)
• Senemoğlu, N. (1991). A study on initial primary teacher training in England with implications for the system in Turkey. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 9(9), 367-376.
• Sharma, M., Onta, M., Shrestha, S., Sharma, M. R., & Bhattarai, T. (2021). The pedagogical shift during Covid-19 pandemic: emergency remote learning practices in nursing and its effectiveness. Asian Journal of Distance Education, 16(1), 98-110. Retrieved from http://www.asianjde.com/ojs/index.php/AsianJDE/article/view/537.
• Şimşek, I., Küçük, S., Köse Biber, S., & Can, T. (2021). Online learning satisfaction in higher education amidst the Covid-19 pandemic. Asian Journal of Distance Education, 16(1), 247-261. Retrieved from http://www.asianjde.com/ojs/index.php/AsianJDE/article/view/561.
• Şeren, N., Tut, E., & Kesten, A. (2020). Korona virüs sürecinde uzaktan eğitim: Temel eğitim bölümü öğretim elemanlarının görüşleri. Turkish Studies, 15(6), 4507-4524.
• UNESCO (2020). COVID-19 education response. Retrieved from https://en.unesco.org/covid19/educationresponse/globalcoalition.
• United Nations (2020). Policy brief: Education during COVID-19 and beyond. Retrieved from https://unsdg.un.org/resources/policy-brief-education-during-covid-19-and-beyond.
• Valdez, P. N., Ugalingan, G., & Edjan, D. (2021). Exploring conditions of possibility for the teaching internship in the Philippines during the COVID-19 pandemic. Journal of Public Health, fdab225, Retrieved from https://doi.org/10.1093/pubmed/fdab225.
• Yıldırım, A. & Şimşek, H. (2014). Sosyal bilimlerde nitel araştırma yöntemleri. Ankara: Seçkin Yayıncılık.
• Yükseköğretim Kurulu (YÖK) (2020). Press release, Retrieved from https://www.yok.gov.tr/Sayfalar/Haberler/2020/