Needs Analysis for Practicum Course While Getting Back to Normal: Swot Analysis Sample

Çolak, Feride Gök; Efeoglu, Gulumser

doi:10.29228/kesit.51140

Cited by 12 publications

(11 citation statements)

References 4 publications

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“…This situation can be defined as an obstacle for pre-service teachers to prepare for the profession before starting their professional careers. In fact, it is possible to say that they were faced with a situation that hindered the development of their professional competencies (Gök Çolak & Efeoğlu, 2021). Conversely, while the pre-service teachers received education directed to face-to-face education, they had to demonstrate these competencies in the distance education environment.…”

Section: Discussionmentioning

confidence: 99%

Pre-Service Primary Teachers’ Opinions about the Course of Practice Teaching through Distance Education

Kabaran

Altıntaş

2022

msd

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Due to the coronavirus pandemic affecting the world, face-to-face higher education practices were suspended in most countries, and teaching processes continued with distance education methods. This method has prevented university students from taking theoretical and practical courses face-to-face. In this regard, the teaching practice course, which is the fundamental course for professional preparation in education faculties, was conducted at a distance, in which its effectiveness becomes questionable. Hence, this research aims at determining the prospective classroom teachers' views about the process of conducting the teaching practice course at a distance. This research employs case study design by involving 37 pre-service primary teachers attending the education faculty of a state university. In addition, the data collection were done using a semi-structured interview form developed by the researchers, which was then analyzed using content analysis. The results conclusion showed that the pre-service teachers expressed opinions about the theoretical and practical dimensions, expectations, level of content, and suggestions for the development of the course.

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Section: Discussionmentioning

confidence: 99%

Pre-Service Primary Teachers’ Opinions about the Course of Practice Teaching through Distance Education

Kabaran

Altıntaş

2022

msd

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“…However, due to practicum courses becoming online, preservice teachers were also thrown into the world of online instruction, with no formal real-life classroom experience to rely on. Thus, studies on this topic have been conducted with pre-service teachers (Elcicek, 2021;Ersin et al, 2020;Gok Colak & Efeoglu, 2020;Kosar, 2021;Sepulveda-Escobar & Morrison, 2020;Shinta and Aprilia, 2020;Varela & Desiderio, 2021;Yuksel & Uysal, 2021).…”

Section: Emergency Remote Teaching and Online Practicummentioning

confidence: 99%

Technology Integration Beliefs and Practices of Turkish Novice Efl Teachers After Online Practicum

CUKUR

2023

TOJDE

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Although technology is a vital part of 21st-century education, teachers in English as a foreign language (EFL) contexts face challenges when using digital tools in their teaching. Studies have been conducted with in-service teachers to understand their beliefs and practices with digital learning of English. However, there is a gap in the literature about investigating the technology integration beliefs and practices of newly graduated EFL teachers who experienced online teaching practice during their pre-service education. Thus, this study aimed to investigate how novice teachers’ online practicum affects their teaching with technology in face-toface classrooms. To this end, this study adopted a qualitative case study research design and collected data through six open-ended questions from 20 Turkish novice EFL teachers who received their teaching practice and school experience courses online and conducted semi-structured interviews with 5 participants. The thematic analysis of the data showed that the participants were aware of the importance of technology use, and their online teaching practice experience helped them get familiar with teaching English with digital tools before graduating. However, the lack of resources and support in their current face-to-face teaching contexts prevented them from using technology. The findings revealed that teacher education programs should offer updated content and opportunities for creating digital material to prepare EFL teachers for the future.

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“…Ülkemizde öğretmen adaylarının öğretmenlik uygulamasına yönelik görüş ve deneyimlerinin incelendiği pek çok araştırma (Dündar, 2003;Çetintaş & Genç, 2005;Çiçek & İnce, 2005;Paker, 2008;Seçer, Eraslan, 2009;Çeliköz & Kayılı, 2010;Varış, 2011;Bulut, 2012;Bektaş & Ayvaz, 2012;Avcı & İbret 2016;Aslan & Sağlam, 2018;Demir & Özdaş, 2020;Koç, 2020;Can, 2020;Bayındır, 2021;Gök Çolak ve Efeoğlu, 2021) bulunmaktadır. Bunların içerisinde, öğretmenlik uygulamasının, gerçek okul kültürünü tanıma, sınıf yönetimi, öğrencilerle iletişim kurma ve mesleki becerilerini geliştirmek için gözlem yapabilme, mesleğe ilişkin yaptığı ders etkinlikleriyle tecrübe kazanma, geri bildirim ve değerlendirmelerle kendisini geliştirme gibi fırsatlar yönünden öğretmen adayları için önem taşıdığını belirten (Dündar, 2003;Çiçek & İnce, 2005;Eraslan 2009, Bektaş & Ayvaz 2012, Avcı & İbret 2016, Aslan & Sağlam 2018) araştırma sonuçları bulunmaktadır.…”

Section: Introductionunclassified

Müzi̇k Öğretmeni̇ Adaylarinin Uzaktan Eği̇ti̇m Süreci̇nde Öğretmenli̇k Uygulamasi Deneyi̇mi̇

Yüksel

Babacan

2022

Mehmet Akif Ersoy Üniversitesi Eğitim Fakültesi Dergisi

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Bu araştırma uzaktan eğitim sürecinde, müzik öğretmeni adaylarının öğretmenlik uygulaması deneyimine yönelik görüşlerinin incelenmesi amacıyla yapılmıştır. Araştırmada nitel araştırma yöntemlerinden durum çalışması ile bütüncül tek durum deseni kullanılmıştır. Öğretmenlik deneyimine katılan öğretmen adaylarından veri toplamak amacıyla yarı yapılandırılmış görüşme formu kullanılarak görüşmelerden elde edilen veriler betimsel analiz yöntemiyle çözümlenmiş ve raporlaştırılmıştır. Araştırma sonucunda öğretmen adaylarının görüşleri alan bilgisi, alan eğitimi bilgisi, öğretim süreci, sınıf yönetimi ve iletişim ölçütleri olarak beş kategoride değerlendirilmiş, genel olarak öğretmenlik uygulamasının uzaktan eğitimde gerçekleşmiş olması nedeniyle öğretmen adaylarının bazı tecrübeleri edinmede eksik kaldığı sonucu ortaya çıkmıştır. Teknolojik bakımdan yeterli donanıma sahip olmayan öğretmen adayları, hem öğretmenlik uygulaması deneyimlerinde eksiklik yaşamış hem de eşit olanaklara sahip olmayan öğrenciler arasında demokratik bir öğrenme ortamı oluşturabilme bakımından etkisiz kalmıştır. Müzik eğitiminin kendine özel ses, çalgı ve koro eğitimi gibi tamamen uygulamaya dayalı alanlarda, öğretim sürecine yönelik yeni stratejilerin araştırılması ve çözüm önerileriyle öğretim sürecine nasıl aktarılacağı, bu alana yönelik sorunları çözmede önemli görülmektedir.

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Needs Analysis for Practicum Course While Getting Back to Normal: Swot Analysis Sample

Cited by 12 publications

References 4 publications

Pre-Service Primary Teachers’ Opinions about the Course of Practice Teaching through Distance Education

Pre-Service Primary Teachers’ Opinions about the Course of Practice Teaching through Distance Education

Technology Integration Beliefs and Practices of Turkish Novice Efl Teachers After Online Practicum

Müzi̇k Öğretmeni̇ Adaylarinin Uzaktan Eği̇ti̇m Süreci̇nde Öğretmenli̇k Uygulamasi Deneyi̇mi̇

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