Akademik Veri Yönetim Sistemi
Tez Türü: Doktora
Tezin Yürütüldüğü Kurum: Hacettepe Üniversitesi, Eğitim Bilimleri Enstitüsü, Yabancı Diller Eğitimi A.B.D., Türkiye
Tez Danışmanı: Nuray Alagözlü
Tezin Onay Tarihi: 2022
Tezin Dili: İngilizce
Açık Arşiv Koleksiyonu: AVESİS Açık Erişim Koleksiyonu
Desteklendiği Program: Diğer
Özet:
Pre-service teacher training, preparation and development has a prominent
place in the list of government’s educational agenda and is prioritized with
the aim of inducing a qualified instruction in Turkish schools, and training
teachers within the country. As the result of socio-economic problems in
education system, educational tensions and misconceptions, many problems are
encountered in pre-service teachers’ training and this is especially visible in
teaching practicum which decreases the effectiveness of prospective teachers in
turn. The problems in education increased more with the Covid-19 Pandemic and
online teaching practicum. Feeling the need for the healing of the teaching
practicum program, the researcher conducted an experimental study with a mixed
method design and proposed a sample theoretical framework based on Kirkpatrick
Training Evaluation Model to be implemented in Turkey. Specifically, the aim of the study is to evaluate
online practicum from all stakeholders point of view. There are four research questions in this study. The first research
question interrogates what the expectations of pre-service EFL teachers from
Online Teaching Practicum are. The second research question interrogates what the reactions of
pre-service EFL teachers to the Online Teaching Practicum are and with a
sub-dimension tries to underline what the problems that pre-service EFL
teachers of English encountered in Online Teaching Practicum were. The third
research question tries to measure what kind of skills and knowledge have been
acquired by the pre-service teachers at the end of the Online Teaching
Practicum. And the last research question analyzes how Online Teaching
Practicum is evaluated from pre-service EFL teachers’, mentor teachers’,
university supervisors’ and
administrators’ point of view. Therefore, the study used both quantitative and
qualitative data analysis in order to seek answers to the research questions. A
total of 370 participants were included in each phase of the study. Senior level ELT students who were taking the
School Experience course at
2019-2020 academic year around various universities from every region of Turkey were questionnaired, Exploratory Factor Analysis
(EFA) and Confirmatory Factor Analysis (CFA) were conducted and Expectation and Reaction scales were developed with
SPSS 24 and AMOS 19. Cronbach’s alpha coefficients were calculated
as .96 and .98 for the expectation and reaction scales
respectively. In line with the applications and analyzes, scales were found to be valid and reliable in terms of psychometry. After the scales were developed, the study was
conducted with the senior students taking the “School Experience” course at state
and private Universities English Language Teaching Department in Ankara in
2020-2021 school year. Pre-practicum expectation scale, post-practicum reaction
Scale, self-evaluation, peer evaluation, and end-of-term evaluation statistics
in relation to online teaching practicum, and interviews with the cooperating
teachers, school administrators and academicians were used by the researcher to
administer the experimental study. Regression, Correlation and T-test analyses
were used to measure at what levels expectations were met and what were the
reactions. Phenomenology analysis was
conducted over the ideas coming from the interviews with mentor teachers,
administrators, academicians and also participant pre-service teachers. Working
groups were determined based on maximum diversity sampling method. Reflection logs,
evaluation reports and questionnaires provided by the teacher candidates
added up to the qualitative dimension of the data as well. Out of the quantitative
data it was concluded that online practicum failed to meet the expectations of
pre-service EFL teachers. With more practice time the pre-service teachers can
develop themselves professionally. Via peer-evaluation and self-evaluation based on EPOSTL which is
specifically designed for and used in this study, pre-service teachers can
benefit in learning. Out of the qualitative data it was once again confirmed
that the technical infrastructure is limited
and students do not have the necessary equipment for online education.
Economic status, crowded and noisy
houses prevent students from having a peaceful
learning atmosphere. Digital materials are not enough. Coursebooks should have
more i-tools to be able to be used by teachers. Video-recording should be
permitted both for students and candidate teachers, therefore they could watch
the lessons afterwards to make revisions and repetitions. There should be more
audit and sanctions for mentor teachers to let the teacher candidates practice
or observe on equal conditions. Manuals should be prepared and given to all
stakeholders before the practicum. As the end-product of the study “School Experience and Teaching Practicum
Guidebook” was prepared by the researcher. Furthermore, a report called
“Teaching Practicum Report” which sheds
light onto the current problems and necessary changes was written by the
researcher. On request, they can be shared with the Ministry of Education or
Education Faculties.
Keywords: online teaching
practicum, teacher training, pre-service teachers, scale development, program
evaluation.