Prospective Pre-School Teachers’ Distance Education Perspectives

Sema Öngören

doi:10.53850/joltida.1074042

EN

Prospective Pre-School Teachers’ Distance Education Perspectives

Abstract

Background: Distance education is a science-based system that supports learner independence through technology. Purpose: The aim of this study is to evaluate the distance education system according to the experiences of prospective teachers studying the preschool education curriculum. Methodology/Approach: The research was conducted with a phenomenological design, one of the qualitative research methods. In this research, the study group was formed by selecting a number of first, second and third grade students on the preschool education programme to represent the study universe, and the study group of the research was determined with the stratified sampling method of non-probability sampling. The research data were collected through focus group interviews using a telecommunication tool. The collected data were analysed using the content analysis method. Findings and Discussion: According to the research findings, the prospective preschool teachers stated that the distance education system had a positive effect on the learning process in terms of convenience, saving time and money, use of technology, and flexibility. The participants reported that the distance education system affected them positively in terms of use of technology, self-discovery, time saving, acquisition of research skills and motivation, whereas it affected them negatively with regard to inefficiency, lack of communication, internet problems, and deterioration in social skills.

Keywords

distance education, education system, learning process, preservice teacher, professional development

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Details

Primary Language

English

Subjects

Other Fields of Education

Journal Section

Research Article

Authors

Sema Öngören ^*
0000-0002-6034-1400
Türkiye

Publication Date

July 6, 2022

Submission Date

February 15, 2022

Acceptance Date

March 28, 2022

Published in Issue

Year 2022 Volume: 7 Number: 2

DOI

https://doi.org/10.53850/joltida.1074042

IZ

https://izlik.org/JA68JF95ZM

APA

Öngören, S. (2022). Prospective Pre-School Teachers’ Distance Education Perspectives. Journal of Learning and Teaching in Digital Age, 7(2), 283-296. https://doi.org/10.53850/joltida.1074042

AMA

1.Öngören S. Prospective Pre-School Teachers’ Distance Education Perspectives. JOLTIDA. 2022;7(2):283-296. doi:10.53850/joltida.1074042

Chicago

Öngören, Sema. 2022. “Prospective Pre-School Teachers’ Distance Education Perspectives”. Journal of Learning and Teaching in Digital Age 7 (2): 283-96. https://doi.org/10.53850/joltida.1074042.

EndNote

Öngören S (July 1, 2022) Prospective Pre-School Teachers’ Distance Education Perspectives. Journal of Learning and Teaching in Digital Age 7 2 283–296.

IEEE

[1]S. Öngören, “Prospective Pre-School Teachers’ Distance Education Perspectives”, JOLTIDA, vol. 7, no. 2, pp. 283–296, July 2022, doi: 10.53850/joltida.1074042.

ISNAD

Öngören, Sema. “Prospective Pre-School Teachers’ Distance Education Perspectives”. Journal of Learning and Teaching in Digital Age 7/2 (July 1, 2022): 283-296. https://doi.org/10.53850/joltida.1074042.

JAMA

1.Öngören S. Prospective Pre-School Teachers’ Distance Education Perspectives. JOLTIDA. 2022;7:283–296.

MLA

Öngören, Sema. “Prospective Pre-School Teachers’ Distance Education Perspectives”. Journal of Learning and Teaching in Digital Age, vol. 7, no. 2, July 2022, pp. 283-96, doi:10.53850/joltida.1074042.

Vancouver

1.Sema Öngören. Prospective Pre-School Teachers’ Distance Education Perspectives. JOLTIDA. 2022 Jul. 1;7(2):283-96. doi:10.53850/joltida.1074042

Cited By

Examination of the relationship between the attitudes of teacher candidates towards technology and their opinions of distance education

Journal of Educational Technology and Online Learning

https://doi.org/10.31681/jetol.1157339

Journal of Learning and Teaching in Digital Age 2023. This is an Open Access journal distributed under the terms of the Creative Commons Attribution International 4.0 (CC BY 4.0) license.

Journal of Learning and Teaching in Digital Age. Open Access Journal, 2023. ISSN:2458-8350