Öğretmen Adaylarının Çevrimiçi Eğitmenlik Deneyimlerinin İncelenmesi

Yıl 2022, Cilt: 9 Sayı: 2, 585 - 600, 01.11.2022

Sevil Orhan Özen Sacide Güzin Mazman Akar

https://doi.org/10.21666/muefd.1110034

Öz

Bu çalışmada öğretmen adaylarının çevrimiçi öğrenme ortamında edindikleri çevrimiçi eğitmenlik deneyimleri ve algılarının incelenmesi amaçlanmıştır. Bu amaç doğrultusunda gerçekleştirilen durum çalışmasında, öğretmen adaylarının çevrimiçi eğitmenlik deneyimlerinden yola çıkarak bu süreçte eğitmenler için ortaya çıkabilecek problemler ve olası çözüm önerileri belirlenmiştir. Çalışmaya bir devlet üniversitesinin iki farklı bölümünde okumakta olan 10’u çevrimiçi eğitmenlik deneyimi için moderatör olan ve moderatör öğrencilerin verdiği eğitimi dinleyip değerlendiren 12 kişi olmak üzere toplamda 22 öğrenci katılmıştır. Çalışmaya katılan moderatör öğretmen adayları tekno-parti adı verilen öğrenme etkinliği kapsamında çalışma odalarına ayrılarak, 20’dk süre ile çevrimiçi ortamda akranlarına eğitim verme deneyimi yaşamıştır. Uygulama sürecinin ardından öğretmen adayları ile yarı yapılandırılmış görüşmeler yapılmıştır. Katılımcılardan elde edilen görüşme verileri ve araştırmacı gözlem notları üzerinde içerik analizi yürütülmüştür. İçerik analizi sonucunda ortaya çıkan kodlar dört tema altında toplanmıştır. Buna göre birinci tema öğretmen adaylarının çevrimiçi eğitmenlik üzerine yaşadığı deneyimler, ikinci tema çevrimiçi ortamda yaşadıkları/yaşanabilecek aksaklıklara ilişkin çözüm önerileri, üçüncü tema bu deneyimin mesleki katkısına ilişkin görüşleri ve dördüncü tema gelecekte çevrimiçi eğitmenlik eğitimi üzerine verilebilecek bir program içeriği hakkındaki görüşleridir.

Anahtar Kelimeler

Çevrimiçi Eğitmen, Çevrimiçi Öğrenme, Öğretmen Eğitimi, Durum Çalışması

Examining the Online Teaching Experiences of Pre-Service Teachers

Öz

This study aimed to examine the online teaching experiences and perceptions of pre-service teachers in an online learning environment. In this case study designed research, the problems that may arise for the instructors in the online teaching process and possible solution suggestions to these problems were determined based on the online teaching experiences of the pre-service teachers. A total of 22 students, 10 of whom were moderators for the online teaching experience, and 12 students who listened and evaluated the training given by the moderator students, participated in the study from two different departments of a state university. The moderator teacher candidates were assigned to the study rooms within the scope of the learning activity called techno-party and had the experience of teaching their peers online for 20 minutes. After the implementation process, semi-structured interviews were conducted with the teacher candidates. Content analysis was carried out on the interview data obtained from the participants and the researcher observation notes. The codes that emerged as a result of the content analysis were grouped under four themes. The first theme is the experiences of pre-service teachers on online teaching, the second theme is their suggestions for solutions to the problems they have experienced / may experience in the online environment, the third theme is their views on the professional contribution of this experience, and the fourth theme is their views on the content of a program that can be given on online teacher education in the future.

Anahtar Kelimeler

Online Teacher, Online Learning, Teacher Education, Case Study

Kaynakça

• Abdous, M. H. (2011). A process-oriented framework for acquiring online teaching competencies. Journal of Computing in Higher Education, 23, 60-77. https://doi.org/10.1007/s12528-010-9040-5
• Albrahim, F. A. (2020). Online teaching skills and competencies. Turkish Online Journal of Educational Technology-TOJET, 19(1), 9-20. https://files.eric.ed.gov/fulltext/EJ1239983.pdf
• Ally, M. (2019). Competency profile of the digital and online teacher in future education. International Review of Research in Open and Distributed Learning, 20(2). https://doi.org/10.19173/irrodl.v20i2.4206
• Baldwin, C. K., & Conceição, S. C. (2021). Becoming effective online facilitators. New Directions for Adult and Continuing Education, 2021(169), 111-117. https://doi.org/10.1002/ace.20419
• Baran, E., Correia, A. P. & Thompson, A. (2011) Transforming online teaching practice: critical analysis of the literature on the roles and competencies of online teachers, Distance Education, 32(3), 421-439. https://doi.org/10.1080/01587919.2011.610293
• Bennett, L. (2014). Putting in more: emotional work in adopting online tools in teaching and learning practices. Teaching in Higher Education, 19(8), 919-930. https://doi.org/10.1080/13562517.2014.934343
• Berry, S. (2019). Professional development for online faculty: instructors’ perspectives on cultivating technical, pedagogical and content knowledge in a distance program. Journal of Computing in Higher Education, 31(1), 121-136. https://doi.org/10.1007/s12528-018-9194-0
• Bigatel, P. M., Ragan, L. C., Kennan, S., May, J., & Redmond, B. F. (2012). The identification of competencies for online teaching success. Journal of Asynchronous Learning Networks, 16(1), 59-77. https://files.eric.ed.gov/fulltext/EJ971040.pdf
• Boling, E. C., Hough, M., Krinsky, H., Saleem, H., & Stevens, M. (2012). Cutting the distance in distance education: Perspectives on what promotes positive, online learning experiences. The Internet and Higher Education, 15(2), 118-126. https://doi.org/10.1016/j.iheduc.2011.11.006
• Creswell, J. W. (2012). Educational research: Planning, conducting, and evaluating quantitative and qualitative research. Boston, MA: Pearson Learning Solutions.
• Farmer, H., & Ramsdale, J. (2016). Teaching competencies for the online environment. Canadian Journal of Learning and Technology, 42(3). https://files.eric.ed.gov/fulltext/EJ1110313.pdf
• Farrell, O., Brunton, J., Costello, E., Donlon, E., Trevaskis, S., Eccles, S., & Ni She, C. (2019). An investigation of effective online teaching: a needs analysis of online educators and online students. Dublin:# Openteach Project.
• Goodyear, P. (2002). Teaching online. In Teacher thinking, beliefs and knowledge in higher education (Eds: N. Hativa & P. Goodyear), pp. 79–101. Kluwer: Dordrecht.
• Hinzen, H., & Schmitt, S. (Eds.). (2016). Agenda 2030-Education and lifelong learning in the sustainable development goals. DVV International.
• Kesendere, Y., Sakin, A. Ş., & Acar, A. K. (2020). Educators’ views on online/distance violin education at Covid-19 outbreak term. Journal for the Interdisciplinary Art And Education, 1(1), 1-19. https://doi.org/10.29228/jiae.1
• Kožuh, A., Maksimović, J. & Osmanović Zajić, J. (2021). Fourth Industrial Revolution and digital competences of teachers. World Journal on Educational Technology: Current Issues, 13(2), 160-177. https://doi.org/10.18844/wjet.v13i2.5651
• Martin, F., Budhrani, K., Kumar, S., & Ritzhaupt, A. (2019). Award-winning faculty online teaching practices: Roles and competencies. Online Learning, 23(1), 184-205. https://doi.org/10.24059/olj.v23i1.1329
• Maldonado-Mahauad, J., Perez-Sanagustín, M., Kizilcec, R.F., Morales, N., & Munoz-Gama, J. (2018). Mining theory-based patterns from big data: Identifying self-regulated learning strategies in Massive Open Online Courses. Computers in Human Behavior, 80, 179-196. https://doi.org/10.1016/j.chb.2017.11.011
• Naylor, D., & Nyanjom, J. (2021). Educators’ emotions involved in the transition to online teaching in higher education. Higher Education Research & Development, 40(6), 1236-1250. https://doi.org/10.1080/07294360.2020.1811645
• O’Doherty, D., Dromey, M., Lougheed, J., Hannigan, A., Last, J., & McGrath, D. (2018). Barriers and solutions to online learning in medical education–an integrative review. BMC medical education, 18(130), 1-11. https://doi.org/10.1186/s12909-018-1240-0
• Paskevicius, M., & Hodgkinson-Williams, C. (2018). Student perceptions of the creation and reuse of digital educational resources in a community development-oriented organisation. Journal of Learning for Development, 5(1), 22-39. http://www.jl4d.org/index.php/ejl4d/article/view/253/283
• Reyna, J., Hanham, J., & Meier, P. (2018). The Internet explosion, digital media principles and implications to communicate effectively in the digital space. E-Learning and Digital Media, 15(1), 36-52. https://doi.org/10.1177/2042753018754361
• Stephenson, J. (2001). Teaching and learning online: Pedagogies for new technologies. London: Kogan Page. Suárez, A., Specht, M., Prinsen, F., Kalz, M., & Ternier, S. (2018). A review of the types of mobile activities in mobile inquiry-based learning. Computers and Education, 118, 38-55. https://doi.org/10.1016/j.compedu.2017.11.004
• Schmidt, V.H. (2017). Disquieting uncertainty: Three glimpses into the future. European Journal of Futures Research, 5(6), 1-10. https://doi.org/10.1007/s40309-017-0113-9
• Tomczyk, Ł., Jáuregui, V. C., de La Higuera Amato, C. A., Muñoz, D., Arteaga, M., Oyelere, S. S., ... & Porta, M. (2021). Are teachers techno-optimists or techno-pessimists? A pilot comparative among teachers in Bolivia, Brazil, the Dominican Republic, Ecuador, Finland, Poland, Turkey, and Uruguay. Education and Information Technologies, 26(3), 2715-2741. https://doi.org/10.1007/s10639-020-10380-4
• Tsegay, S. M., Ashraf, M. A., Perveen, S., & Zegergish, M. Z. (2022). Online Teaching during COVID-19 Pandemic: Teachers’ Experiences from a Chinese University. Sustainability, 14 (568), 1-13. https://doi.org/10.3390/su14010568
• van der Spoel, I., Noroozi, O., Schuurink, E., & van Ginkel, S. (2020). European Journal of Teacher Education, 43(4), 623-638. https://doi.org/10.1080/02619768.2020.1821185
• Yıldırım, A. & Şimşek H. (2013). Sosyal bilimlerde nitel araştırma yöntemleri. Ankara: Seçkin Yayıncılık.