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Covid-19 Salgını Sırasında Yabancı Dil Olarak İngilizce Öğretmen Adaylarının Erken Öğretmen Kimliği ve Erken Öğretme İnançları: Ne Değişti?

Yıl 2021, Cilt: 2 Sayı: 3, 195 - 220, 13.12.2021

Burcu Gündoğdu Arif Alkayalar

Öz

Bu çalışma, Covid-19 sırasında çevrimiçi eğitimin hizmet öncesi EFL öğretmenlerinin başlangıç kimlik gelişimini ve öğretme inançlarını nasıl etkilediğini incelemeyi amaçlamaktadır. Önceki zamanlardan farklı olarak, Covid-19 salgını dönemindeki çevrimiçi eğitim nedeniyle öğretmen adayları çevrimiçi olarak okul gözlemleri yapmak zorunda kalmış ve bu durum da öğretmen adaylarının çevrimiçi eğitimin zayıflıklarına ve güçlü yönlerine ilk elden gözlemle tanık olmalarına ve değerlendirmelerine olanak sağlamıştır. Bu konularda nitel veri toplamak için öncelikle çevrimiçi anket uygulanmıştır. Daha sonra, gönüllü olanlardan, Covid-19 sırasında okul deneyimleri ders gözlemlerini ve bunun ilk öğretmen kimliği oluşumunu ve ilk öğretme inançlarını nasıl etkilediğini daha ayrıntılı olarak açıkladıkları makaleleri bireysel olarak yazmaları istenmiştir. Tematik analiz yöntemiyle, verilerin analizinden üç tema çıkarılmıştır: (1) Öğretmen kimliğinin ve çevrimiçi eğitimdeki rolünün tanımındaki değişiklik, (2) Öğretmen kimliği gelişimi için temel bir bileşen olarak teknolojinin kullanımının ve entegrasyonunun öneminin kavranması, (3) E-öğrenme ortamlarının etkinliğine güvensizlik nedeniyle çevrimiçi öğretmen kimliğinin onaylanmaması veya reddedilmesi. Sonuçlar, Covid-19 salgını sırasında öğretmen adaylarının gerçekleştirmiş oldukları okul gözlemlerinin kendilerine farklı bir bakış açısı verdiğini, öğretme inançlarını değiştirdiğini, öğretmen kimliğinin koşullara göre değişebileceğini ve bu nedenle yapmış oldukları gözlemlerin öngörülmesi güç durumlara dahi hazırlıklı olmalarının gerekliliğini anlamalarını sağladığını göstermiştir.

Anahtar Kelimeler

Covid-19 Çevrimiçi eğitim Erken öğretmen kimliği Öğretmen adayları Öğretmen eğitimi

Kaynakça

  • Anderson, D., Imdieke, S., & Standerford, N. S. (2011). Feedback please: Studying self in the online classroom. Online Submission, 4(1), 3-15.
  • Arbaugh, J. B. (2000a). Virtual classroom versus physical classroom: An explanatory study of class discussion patterns and student learning in an asynchronous internet based MBA course. Journal of Management. 24(2), 213-233.
  • Arbaugh, J. B. (2000b). How classroom management and student engagement affect learning in internet based MBA course. Business Communication Review, 63(4), 9-26.
  • Arbaugh, J. B. (2000c). Virtual classroom characteristics and student satisfaction with internet-based MBA course. Journal of Management Education, 24(1), 32-54
  • Babanoglu, M. P., & Agcam, R. (2019). Turkish EFL Teacher Candidates' Early Teacher Identity. Asian Journal of Education and Training, 5(2), 386-391.
  • Bandura, A. (1997). Self-efficacy: The exercise of control. New York, NY: Freeman
  • 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
  • Bawane, J., & Spector, J. M. (2009). Prioritization of online instructor roles: implications for competency‐based teacher education programs. Distance education, 30(3), 383-397. https://doi.org/10.1080/ 015879109032 36536 5.
  • Beijaard, D., Meijer, P. C., & Verloop, N. (2004). Reconsidering research on teachers’ professional identity. Teaching and teacher education, 20(2), 107-128.
  • Bengtsson, M. (2016). How to plan and perform a qualitative study using content analysis. NursingPlus Open, 2, 8-14. https://doi.org/10.1016/j.npls. 2016.01.001
  • Bicen, H., & Cavus, N. (2010). The most preferred social network sites by students. Procedia-Social and Behavioral Sciences, 2(2), 5864-5869.
  • Borg, S. (2003). Teacher cognition in language teaching: A review of research on what language teachers think, know, believe, and do. Language teaching, 36(2), 81-109.
  • 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. Available online: https://www.asianjde.org/ojs/index.php/AsianJDE/ article/view/447 (accessed on 15 June 2020).
  • Boyatzis, R. E. (1998). Transforming qualitative information: Thematic analysis and code development. Thousand Oaks, CA: Sage
  • Brandon, D. P., & Hollingshead, A. B. (1999). Collaborative learning and computer‐supported groups. Communication education, 48(2), 109-126.
  • Brophy, J. E. (2013). Motivating students to learn. Routledge.
  • Brown, H. D. (2007). Principles of language learning and teaching fifth edition. White Plains, NY: Pearson Education.
  • Carrillo, C., & Flores, M. A. (2020). COVID-19 and teacher education: a literature review of online teaching and learning practices. European Journal of Teacher Education, 43(4), 466-487.
  • Choi, H. J., & Park, J. H. (2006). Difficulties that a novice online instructor faced: A case study. Quarterly Review of Distance Education, 7(3), 317.
  • Collier, A., & Einstein, A./2014) Engaging Students in Online Environments.From Tobolowsky, B. F. (Ed.).Paths to learning: Teaching for engagement in college. University of South Carolina, National Resource Center for The First-Year Experience and Students in Transition.
  • Coppola, N. W., Hiltz, S. R., & Rotter, N. (2001). Becoming a virtual professor: Pedagogical roles and ALN. In Proceedings of the 34th Annual Hawaii International Conference on System Sciences (pp. 10-pp). IEEE.
  • Crawley, F. E., Fewell, M. D., & Sugar, W. A. (2009). Researcher and researched: The phenomenology of change from face-to-face to online instruction. The Quarterly Review of Distance Education, 10, 165–176.
  • Day, C. (2004). Change agendas: The roles of teacher educators. Teaching education, 15(2), 145-158.
  • Day, C., & Kington, A. (2008). Identity, well‐being and effectiveness: The emotional contexts of teaching. Pedagogy, culture & society, 16(1), 7-23.
  • Dickey, M. (2004). The impact of web-logs (blogs) on student perceptions of isolation and alienation in a web-based distance-learning environment. Open Learning: The Journal of Open, Distance and e-Learning, 19(3), 279-291.
  • Doll Jr, W. E. (1993). A post-modern perspective on curriculum. Teachers College Press.
  • Dusick, D. M., & Yildirim, S. (2000). Faculty computer use and training: Identifying distinct needs for different populations. Community College Review, 27(4), 33-47.
  • Dyment, J. E., & Downing, J. J. (2018). Online initial teacher education students' perceptions of using web conferences to support professional conversations. Australian Journal of Teacher Education, 43(4), 68-91.
  • Farr, F., & Riordan, E. (2015). Tracing the reflective practices of student teachers in online modes.
  • Fein, A. D., & Logan, M. C. (2003). Preparing instructors for online instruction. New Directions for Adult and Continuing Education, 2003(100), 45-55.
  • Gay, G. (2006). Connections between classroom management and culturally responsive teaching. In C. M. Evertson & C. S. Weinstein (Eds.), Handbook of classroom management: Research, practice, and contemporary issues (pp. 3-16). Mahwah, NJ: Lawrence Erlbaum Associates.
  • Gillies, D. (2008). Student perspectives on videoconferencing in teacher education at a distance. Distance Education, 29(1), 107-118.
  • Gomersall, Bob (2007): Assessment and learning: is assessment an afterthought or is it at the heart of the learning process?. Loughborough University. Conference contribution. https://hdl.handle.net/2134/4545
  • Hara, N., & Kling, R. (1999). Students' frustrations with a web-based distance education course. First Monday, 4(2), [Online]
  • Hartnett, M. (2016). The importance of motivation in online learning. In Motivation in online education (pp. 5-32). Springer, Singapore. Hiltz, S. R. (1993). The virtual classroom: Learning without limits via computer networks. New Jersey: Ablex Publishing Cooperation.
  • Hung, M. L., Chou, C., Chen, C. H., & Own, Z. Y. (2010). Learner readiness for online learning: Scale development and student perceptions. Computers & Education, 55(3), 1080-1090.
  • Jones, M., & Ryan, J. (2014). Learning in the practicum: Engaging pre-service teachers in reflective practice in the online space. Asia-Pacific Journal of Teacher Education, 42(2), 132-146.
  • Kelchtermans, G. (2005). Teachers’ emotions in educational reforms: Self-understanding, vulnerable commitment and micropolitical literacy. Teaching and teacher education, 21(8), 995-1006.
  • Kember, D., & Kwan, K. P. (2000). Lecturers' approaches to teaching and their relationship to conceptions of good teaching. Instructional science, 28(5), 469-490.
  • Mede, E., & Atay, D. (2017). English Language Teachers’ assessment literacy: The Turkish context. Dil Dergisi, 168 (1), 1-5.
  • Moore, M. J. (1993). Three types of interaction. In K. Harry, M. John, & D. Keegan (Eds.), Distance education theory (pp. 19–24). New York: Routledge
  • Moore, M. G. (1993). Theory of transactional distance. Theoretical principles of distance education, 1, 22-38. Retrieved 28 July 2011. http://www.aged.tamu.edu/research/readings/Distance/1997MooreTransDistance.pdf
  • Mumford, S., & Dikilitaş, K. (2020). Pre-service language teachers reflection development through online interaction in a hybrid learning course. Computers & Education, 144, 103706.
  • Newmann, F. M., Wehlage, G. G., & Lamborn, S. D. (1992). The significance and sources of student engagement. In F. Newmann (Ed.), Student engagement and achievement in American secondary schools (pp. 11–39). New York, NY: Teachers College Press.
  • O'Dowd, R. (2003). Understanding the" other side": Intercultural learning in a Spanish-English e-mail exchange. Language learning & technology, 7(2), 118-144.
  • Organisation for Economic Co-operation and Development. (2020). School Education During Covid-19: Were Teachers and Students Ready? https://www.oecd.org/education/Turkey-coronavirus-education-country-note.pdf
  • Petrides, L. A (2002). Web-based technologies for distributed learning: Creating learner centered educational experiences in the higher education classroom. International Journal of Instructional Media, 29(1), 69-77.
  • Ryan, R. M., & Deci, E. L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American psychologist, 55(1), 68.
  • Shroff, R. H., & Vogel, D. R. (2009). Assessing the factors deemed to support individual student intrinsic motivation in technology supported online and face-to-face discussions. Journal of Information Technology Education: Research, 8(1), 59-85.
  • Warner, S. A., & Erli, L. M. (2004). The status of design in technology teacher education in the United States. Journal of Technology Education, Volume 15 Issue 2 (spring 2004).
  • Wighting, M. J., Liu, J., & Rovai, A. P. (2008). Distinguishing sense of community and motivation characteristics between online and traditional college students. Quarterly Review of Distance Education, 9(3).
  • Vogt, K., & Tsagari, D. (2014). Assessment literacy of foreign language teachers: Findings of a European study. Language Assessment Quarterly, 11(4), 374-402.
  • Vonderwell, S. (2003). An examination of asynchronous communication experiences and perspectives of students in an online course: A case study. The Internet and higher education, 6(1), 77-90

Early Teacher Identity and Initial Teaching Beliefs of EFL Pre-service Teachers During Covid-19 Pandemic: What Changed?

Yıl 2021, Cilt: 2 Sayı: 3, 195 - 220, 13.12.2021

Burcu Gündoğdu Arif Alkayalar

Öz

This study aims to examine how online education during Covid-19 affects pre-service EFL teachers’ initial identity development and teaching beliefs. Different from previous times, the online education during Covid-19 pandemic has led pre-service teachers to do school observations online, allowing them to witness and evaluate the weaknesses and strengths of online education by first-hand observation. For collecting qualitative data on these aspects, firstly, the online questionnaire was administered. Then, those who volunteered were asked to write essays individually where they describe further on their school experience course observations during Covid-19 and how it affects their initial teacher identity formation and initial teaching beliefs. Through thematic analysis, three themes were extracted from the data: (1) Change in the definition of teacher identity and role in online education, (2) Appreciation of use and integration of technology as an essential component for their teacher identity development, (3) Disapprobation /or refusal of online teacher identity owing to distrust towards the efficacy of e-learning environments. The results showed that prospective teachers’ school observations during Covid-19 pandemic gave them a different insight, altered their teaching beliefs, and made them realize that teacher identity can change according to conditions and they need to prepare even for hard-to-foresee circumstances.

Anahtar Kelimeler

Early teacher identity Covid-19 online education pre-service teachers teacher education

Kaynakça

  • Anderson, D., Imdieke, S., & Standerford, N. S. (2011). Feedback please: Studying self in the online classroom. Online Submission, 4(1), 3-15.
  • Arbaugh, J. B. (2000a). Virtual classroom versus physical classroom: An explanatory study of class discussion patterns and student learning in an asynchronous internet based MBA course. Journal of Management. 24(2), 213-233.
  • Arbaugh, J. B. (2000b). How classroom management and student engagement affect learning in internet based MBA course. Business Communication Review, 63(4), 9-26.
  • Arbaugh, J. B. (2000c). Virtual classroom characteristics and student satisfaction with internet-based MBA course. Journal of Management Education, 24(1), 32-54
  • Babanoglu, M. P., & Agcam, R. (2019). Turkish EFL Teacher Candidates' Early Teacher Identity. Asian Journal of Education and Training, 5(2), 386-391.
  • Bandura, A. (1997). Self-efficacy: The exercise of control. New York, NY: Freeman
  • 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
  • Bawane, J., & Spector, J. M. (2009). Prioritization of online instructor roles: implications for competency‐based teacher education programs. Distance education, 30(3), 383-397. https://doi.org/10.1080/ 015879109032 36536 5.
  • Beijaard, D., Meijer, P. C., & Verloop, N. (2004). Reconsidering research on teachers’ professional identity. Teaching and teacher education, 20(2), 107-128.
  • Bengtsson, M. (2016). How to plan and perform a qualitative study using content analysis. NursingPlus Open, 2, 8-14. https://doi.org/10.1016/j.npls. 2016.01.001
  • Bicen, H., & Cavus, N. (2010). The most preferred social network sites by students. Procedia-Social and Behavioral Sciences, 2(2), 5864-5869.
  • Borg, S. (2003). Teacher cognition in language teaching: A review of research on what language teachers think, know, believe, and do. Language teaching, 36(2), 81-109.
  • 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. Available online: https://www.asianjde.org/ojs/index.php/AsianJDE/ article/view/447 (accessed on 15 June 2020).
  • Boyatzis, R. E. (1998). Transforming qualitative information: Thematic analysis and code development. Thousand Oaks, CA: Sage
  • Brandon, D. P., & Hollingshead, A. B. (1999). Collaborative learning and computer‐supported groups. Communication education, 48(2), 109-126.
  • Brophy, J. E. (2013). Motivating students to learn. Routledge.
  • Brown, H. D. (2007). Principles of language learning and teaching fifth edition. White Plains, NY: Pearson Education.
  • Carrillo, C., & Flores, M. A. (2020). COVID-19 and teacher education: a literature review of online teaching and learning practices. European Journal of Teacher Education, 43(4), 466-487.
  • Choi, H. J., & Park, J. H. (2006). Difficulties that a novice online instructor faced: A case study. Quarterly Review of Distance Education, 7(3), 317.
  • Collier, A., & Einstein, A./2014) Engaging Students in Online Environments.From Tobolowsky, B. F. (Ed.).Paths to learning: Teaching for engagement in college. University of South Carolina, National Resource Center for The First-Year Experience and Students in Transition.
  • Coppola, N. W., Hiltz, S. R., & Rotter, N. (2001). Becoming a virtual professor: Pedagogical roles and ALN. In Proceedings of the 34th Annual Hawaii International Conference on System Sciences (pp. 10-pp). IEEE.
  • Crawley, F. E., Fewell, M. D., & Sugar, W. A. (2009). Researcher and researched: The phenomenology of change from face-to-face to online instruction. The Quarterly Review of Distance Education, 10, 165–176.
  • Day, C. (2004). Change agendas: The roles of teacher educators. Teaching education, 15(2), 145-158.
  • Day, C., & Kington, A. (2008). Identity, well‐being and effectiveness: The emotional contexts of teaching. Pedagogy, culture & society, 16(1), 7-23.
  • Dickey, M. (2004). The impact of web-logs (blogs) on student perceptions of isolation and alienation in a web-based distance-learning environment. Open Learning: The Journal of Open, Distance and e-Learning, 19(3), 279-291.
  • Doll Jr, W. E. (1993). A post-modern perspective on curriculum. Teachers College Press.
  • Dusick, D. M., & Yildirim, S. (2000). Faculty computer use and training: Identifying distinct needs for different populations. Community College Review, 27(4), 33-47.
  • Dyment, J. E., & Downing, J. J. (2018). Online initial teacher education students' perceptions of using web conferences to support professional conversations. Australian Journal of Teacher Education, 43(4), 68-91.
  • Farr, F., & Riordan, E. (2015). Tracing the reflective practices of student teachers in online modes.
  • Fein, A. D., & Logan, M. C. (2003). Preparing instructors for online instruction. New Directions for Adult and Continuing Education, 2003(100), 45-55.
  • Gay, G. (2006). Connections between classroom management and culturally responsive teaching. In C. M. Evertson & C. S. Weinstein (Eds.), Handbook of classroom management: Research, practice, and contemporary issues (pp. 3-16). Mahwah, NJ: Lawrence Erlbaum Associates.
  • Gillies, D. (2008). Student perspectives on videoconferencing in teacher education at a distance. Distance Education, 29(1), 107-118.
  • Gomersall, Bob (2007): Assessment and learning: is assessment an afterthought or is it at the heart of the learning process?. Loughborough University. Conference contribution. https://hdl.handle.net/2134/4545
  • Hara, N., & Kling, R. (1999). Students' frustrations with a web-based distance education course. First Monday, 4(2), [Online]
  • Hartnett, M. (2016). The importance of motivation in online learning. In Motivation in online education (pp. 5-32). Springer, Singapore. Hiltz, S. R. (1993). The virtual classroom: Learning without limits via computer networks. New Jersey: Ablex Publishing Cooperation.
  • Hung, M. L., Chou, C., Chen, C. H., & Own, Z. Y. (2010). Learner readiness for online learning: Scale development and student perceptions. Computers & Education, 55(3), 1080-1090.
  • Jones, M., & Ryan, J. (2014). Learning in the practicum: Engaging pre-service teachers in reflective practice in the online space. Asia-Pacific Journal of Teacher Education, 42(2), 132-146.
  • Kelchtermans, G. (2005). Teachers’ emotions in educational reforms: Self-understanding, vulnerable commitment and micropolitical literacy. Teaching and teacher education, 21(8), 995-1006.
  • Kember, D., & Kwan, K. P. (2000). Lecturers' approaches to teaching and their relationship to conceptions of good teaching. Instructional science, 28(5), 469-490.
  • Mede, E., & Atay, D. (2017). English Language Teachers’ assessment literacy: The Turkish context. Dil Dergisi, 168 (1), 1-5.
  • Moore, M. J. (1993). Three types of interaction. In K. Harry, M. John, & D. Keegan (Eds.), Distance education theory (pp. 19–24). New York: Routledge
  • Moore, M. G. (1993). Theory of transactional distance. Theoretical principles of distance education, 1, 22-38. Retrieved 28 July 2011. http://www.aged.tamu.edu/research/readings/Distance/1997MooreTransDistance.pdf
  • Mumford, S., & Dikilitaş, K. (2020). Pre-service language teachers reflection development through online interaction in a hybrid learning course. Computers & Education, 144, 103706.
  • Newmann, F. M., Wehlage, G. G., & Lamborn, S. D. (1992). The significance and sources of student engagement. In F. Newmann (Ed.), Student engagement and achievement in American secondary schools (pp. 11–39). New York, NY: Teachers College Press.
  • O'Dowd, R. (2003). Understanding the" other side": Intercultural learning in a Spanish-English e-mail exchange. Language learning & technology, 7(2), 118-144.
  • Organisation for Economic Co-operation and Development. (2020). School Education During Covid-19: Were Teachers and Students Ready? https://www.oecd.org/education/Turkey-coronavirus-education-country-note.pdf
  • Petrides, L. A (2002). Web-based technologies for distributed learning: Creating learner centered educational experiences in the higher education classroom. International Journal of Instructional Media, 29(1), 69-77.
  • Ryan, R. M., & Deci, E. L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American psychologist, 55(1), 68.
  • Shroff, R. H., & Vogel, D. R. (2009). Assessing the factors deemed to support individual student intrinsic motivation in technology supported online and face-to-face discussions. Journal of Information Technology Education: Research, 8(1), 59-85.
  • Warner, S. A., & Erli, L. M. (2004). The status of design in technology teacher education in the United States. Journal of Technology Education, Volume 15 Issue 2 (spring 2004).
  • Wighting, M. J., Liu, J., & Rovai, A. P. (2008). Distinguishing sense of community and motivation characteristics between online and traditional college students. Quarterly Review of Distance Education, 9(3).
  • Vogt, K., & Tsagari, D. (2014). Assessment literacy of foreign language teachers: Findings of a European study. Language Assessment Quarterly, 11(4), 374-402.
  • Vonderwell, S. (2003). An examination of asynchronous communication experiences and perspectives of students in an online course: A case study. The Internet and higher education, 6(1), 77-90
Toplam 53 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Konular Alan Eğitimleri
Bölüm Araştırma Makaleleri
Yazarlar

Burcu Gündoğdu 0000-0002-0073-8369

Arif Alkayalar 0000-0003-1263-1224

Yayımlanma Tarihi 13 Aralık 2021
Kabul Tarihi 7 Eylül 2021
Yayımlandığı Sayı Yıl 2021 Cilt: 2 Sayı: 3

Kaynak Göster

APA Gündoğdu, B., & Alkayalar, A. (2021). Early Teacher Identity and Initial Teaching Beliefs of EFL Pre-service Teachers During Covid-19 Pandemic: What Changed?. Eurasian Journal of Teacher Education, 2(3), 195-220.
 Kapak Resmi İndir

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This work is licensed under a Creative Commons Attribution 4.0 Unported License .