Online teaching practicum procedures during the COVID-19 pandemic in Turkish EFL context

Q1 Social Sciences

E-Learning Pub Date : 2023-02-10 DOI:10.1177/20427530231156677

Ç. Atmaca

引用次数: 0

Abstract

This case study aimed to reveal the reflections of pre-service English teachers on online teaching practicum procedures during the COVID-19 pandemic in Turkish EFL context. There were 20 participants, and the data were gathered through an online interview form. The interview items focused on course requirements, observation tasks, mentor-supervisor feedback, and benefits and challenges of online teaching procedures. The gathered data were subjected to summative content analysis and the results indicated that although the participants mentioned various professional gains, the challenges of online teaching practicum experiences outweighed its benefits. In light of the findings, it can be claimed that relevant stakeholders can be offered training about online teaching practices, and the existing infrastructure can be improved in the form of hybrid settings in order to facilitate transition to online educational platforms and to improve university-school collaboration in the future.

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2019冠状病毒病大流行期间土耳其英语背景下的在线教学实习程序

本案例研究旨在揭示新冠肺炎大流行期间，在土耳其EFL背景下，职前英语教师对在线教学实践程序的反思。共有20名参与者，数据通过在线访谈表收集。访谈项目侧重于课程要求、观察任务、导师-导师反馈以及在线教学程序的好处和挑战。对收集到的数据进行了总结性内容分析，结果表明，尽管参与者提到了各种专业成就，但在线教学实践经验的挑战超过了它的好处。根据调查结果，可以声称，可以向相关利益攸关方提供有关在线教学实践的培训，并可以以混合环境的形式改善现有基础设施，以促进向在线教育平台的过渡，并改善未来的大学与学校合作。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

E-Learning Social Sciences-Education

CiteScore

6.20

自引率

0.00%

发文量

期刊介绍： E-Learning and Digital Media is a peer-reviewed international journal directed towards the study and research of e-learning in its diverse aspects: pedagogical, curricular, sociological, economic, philosophical and political. This journal explores the ways that different disciplines and alternative approaches can shed light on the study of technically mediated education. Working at the intersection of theoretical psychology, sociology, history, politics and philosophy it poses new questions and offers new answers for research and practice related to digital technologies in education. The change of the title of the journal in 2010 from E-Learning to E-Learning and Digital Media is expressive of this new and emphatically interdisciplinary orientation, and also reflects the fact that technologically-mediated education needs to be located within the political economy and informational ecology of changing mediatic forms.