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Examination of pre-service teachers' experiences in teaching practice with distance education

Yıl 2023, Cilt: 8 Sayı: 2, 197 - 208, 03.07.2023

Fehmi Demir Muzaffer Çatak

https://doi.org/10.53850/joltida.1141770
Cited By: 1

Öz

The COVID-19 epidemic, which affects the functioning of institutions in almost every field, has also affected pre-service teacher education. In this process, unlike the traditional practice, pre-service teachers carried out the teaching practice with distance education. However, since the application was sudden, urgent and new, it could not be adequately evaluated. In this research, it is aimed to examine the pre-service teachers’ experiences of teaching practice with distance education in the COVID-19 process. The research was designed as a case study. Research data were obtained by semi-structured interview and observation forms. The collected data were analyzed with descriptive, and content analysis methods. The participants are seven pre-service teachers and two practice teachers who guide these candidates. According to the results of the research, it has been revealed that pre-service teachers give distance education according to their own possibilities and adapt to the process in teaching practice. However, it was determined that they faced some problems in preparation, classroom management, teaching process and using technology. It is expected that future applications will be more effective if pre-service teachers receive training on distance education, are supported with distance education tools, and their infrastructure problems are resolved.

Anahtar Kelimeler

Teaching practice distance education pre-service teachers COVID-19

Kaynakça

  • Akgül, E., Ezmeci, F., & Akman, B. (2020). Examination of the difficulties of pre-school teacher candidates, teachers and teaching staff in the process of "teaching practice". e-Kafkas Journal of Educational Research, 7(2), 167-184. doi:https://doi.org/10.29329/mjer.2018.153.16
  • Akpınar, M., Çolak, K., & Yiğit, E. Ö. (2012). Cooperating teachers’ opinions about social studies pre-service teachers’ competencies in teaching practice course. Atatürk Education Faculty Journal of Educational Sciences, 1(36), 41-67.
  • Alomyan, H. (2021). The impact of distance learning on the psychology and learning of university students during the COVID-19 pandemic. International Journal of Instruction, 14(4), 585–606. doi:https://doi.org/10.29333/iji.2021.14434a
  • Altan, B. A. (2021). New experience in distant education: Online teaching practicum. MSKU Journal of Education, 8(2), 753-766. doi:https://doi.org/10.21666/muefd.975495
  • Altıntaş, S., & Görgen, İ. (2014). The opinions of pre-service teachers about teaching practice. Turkish Studies, 9(8), 197-208.
  • Antonova, A. V., & Kruglikova, G.A. (2020). Application of distance learning technologies in teaching practice of bachelor students. Advances in Economics, Business and Management Research, 156-156. doi:https://doi.org/10.2991/aebmr.k.201205.024
  • Arslan, A. (2021). Pre-service teachers' journey of “teaching” through micro-teaching: A mixed design research. Education and Science, 46(207), 259-283. doi:http://dx.doi.org/10.15390/EB.2021.9406
  • Aslan, M., & Sağlam, M. (2018). Evaluation of teaching practice course according to opinions of student teachers. Hacettepe University Journal of Education, 33(1), 144-162. doi:https://doi.org/10.16986/HUJE.2017030313
  • Avcı, E. K., & İbret, B. Ü. (2016). Evaluation of teacher candidates’ views regarding to teaching practice-II. Kastamonu Education Journal, 24(5), 2519-2536.
  • Aygüneş, A., Mirzeoğlu, A. D., & Güneş, B. (2022). Stakeholder opinions about the teaching practice course by distance education. Nevşehir Hacı Bektaş Veli University Journal of ISS, 12(1), 271-292. doi: 10.30783/nevsosbilen.1064915
  • Baczek, M., Zaganczyk-Baczek, M., Szpringer, M., Jaroszynski, A., & Wożakowska-Kapłon, B. (2021). Students’ perception of online learning during the COVID-19 pandemic: A survey study of Polish medical students. Medicine, 100(7), 1-6, e24821. doi:https://doi.org/10.1097/MD.0000000000024821
  • Ballı, F. E., Müldür, M., & Büyükkarcı, A. (2018). Opinions of prospective teachers have pedagogical formation education about teaching practice II course. Mediterranean Journal of Educational Research, 12(25), 301-325. doi:https://doi.org/10.29329/mjer.2018.153.16
  • Baştürk, S. (2009). Investigating teaching practice course according to student teachers’ opinions. Elementary Education Online, 8(2), 439-459.
  • Bates, T. (2017). ‘Why Does Canada Have So Much OnLine Learning?’. Online Learning and Distance Education Resources. Retrieved December 1, 2020 from: https://www.tonybates.ca/2017/11/11/why-does-canada-have-so-much-online-learning
  • Bay, D. N., Şeker, P. T., & Alisinanoğlu, F. (2019). Pre-service teachers' opinions about teaching practice course. Anadolu University Journal of Education Faculty, 4(1), 1-20. doi:https://doi.org/10.34056/aujef.625497 Bayındır, N. (2021). Reviews of preservice teachers about remote web-based teaching practices. ESTUDAM Journal of Education, 6(1), 1-11.
  • Bishop, P. A. (2021) Middle grades teacher practices during the COVID-19 pandemic, RMLE Online, 44(7), 1-18, doi: https://doi.org/10.1080/19404476.2021.1959832
  • Çakın, M., & Akyavuz, E. K. (2020). The COVID-19 process and its reflection on education: An analysis on teachers’ opinions. International Journal of Social Sciences and Education Research, 6(2), 165-186. doi:https://doi.org/10.24289/ijsser.747901
  • Can, E. (2020). Coronavirus (COVID-19) pandemic and its pedagogical reflections: Open and distance education practices in Turkey. Açıköğretim Uygulamaları ve Araştırmaları Dergisi (Journal of Open Education Practices and Research), 6(2), 11-53.
  • Çapçıoğlu, F., & Kızılabdullah. (2020). Opinions of practice teachers and students on the teaching practice process of Ankara university divinity faculty. Religious Studies, 23(58), 15-78. doi:https://doi.org/10.15745/da.797997
  • Çiçek, Ş., & İnce, L. (2005). Prospective teachers’ views related to the teaching practice process. Hacettepe J. of Sport Sciences, 16(3), 146-155.
  • Clark, S. K., Jones, C. D., Reutzel, D. R., & Andreasen, L. (2013). An examination of the influences of a teacher preparation program on beginning teachers' reading instruction. Literacy Research and Instruction, 52(2), 87-105.
  • Çolak, F. Ç., & Efeoğlu, G. (2021). Needs analysis for practicum course while getting back to normal: SWOT analysis sample. The Journal of Kesit Academy, 7(27), 176-197. doi:https://doi.org/10.29228/kesit.51140
  • Coşkun, M. K. (2020). Investigation of attitudes toward school practice courses of social studies teachers. International Journal of New Approaches in Social Studies, 4(1), 45-61.
  • Creswell, J. W. (2007). Qualitative inquiry and research design: Choosing among five approaches (2nd ed.). London: Sage Publishing.
  • Daniel, S. J. (2020). Education and the COVID-19 pandemic. Prospects. 49, 91–96. doi: https://doi.org/10.1007/s11125-020-09464-3
  • Demir, Ö., & Çamlı, Ö. (2011). Schools teaching practice lesson practice problems encountered the investigation of class and opinions of pre-school students: A qualitative study. Journal of Uludag University Faculty of Education, 24(1), 117-139.
  • Dilekçi, Ü., Limon, İ., & Kaya, A. (2021). Virtual classroom management in the emergency distance education process: Teachers' views on the problems encountered. 15th International Congress on Educational Administration, 114-120. Gaziantep.
  • Dhawan, S. (2020). Online learning: A panacea in the time of COVID-19 crisis. Journal of Educational Technology Systems, 49(1), 5–22. doi:https://doi.org/10.1177/0047239520934018
  • Doucet, A., Netolicky, D., Timmers, K., & Tuscano, F. J. (2020). Thinking about pedagogy in an unfolding pandemic: An independent report on approaches to distance learning during COVID 19 school closures (Version 2.0). Retrived December 3, 2021 from https://www.oitcinterfor.org/sites/default/files/file_publicacion/2020_Research_COVID-19.pdf
  • Eraslan, A. (2009). Prospective mathematics teachers’ opinions on ‘teaching practice’. Necatibey Faculty of Education Electronic Journal of Science and Mathematics Education, 3(1), 207-221.
  • Eskici, M. (2019). Part of the teacher training process: Teaching practice. International Strategic Research Congress, 544-548. Antalya.
  • Eti, İ., & Karaduman, B. (2020). Investigation of COVID-19 pandemic process in terms of professional competences of teacher candidates. Journal of National Education, 49(1), 635-656. doi:https://doi.org/10.37669/milliegitim.787238 Gerring, J. (2017). Case study research: Principles and practices. Cambridge University Press.
  • Güven, S., & Uçar, M., (2021). Opinions of pre-service teachers on distance education and teaching practice course. Journal of Awareness 6(3):165-183. doi:https://doi.org/10.26809/joa.6.3.08
  • Güven, Z. Z. (2020). A teaching practicum in teaching Turkish as a foreign language: A case study. Journal of Language Education and Research, 6(2), 393-409. doi:https://doi.org/10.31464/jlere.695807
  • İlik, Ş. Ş., & Deniz, S. (2020). Observations of teacher candidates from different branches relating to inclusive education practices during their teaching practice. Kastamonu Education Journal, 28(1), 338-351. doi:https://doi.org/10.24106/kefdergi.3611
  • Johnson, N., Veletsianos, G., & Seaman, J. (2020). U.S. faculty and administrators’ experiences and approaches in the early weeks of the COVID-19 pandemic. Online Learning, 24(2), 6-21. doi:https://doi.org/10.24059/olj.v24i2.2285
  • Kalender, B. (2020). Investigation of elementary teachers' perceptions about the teaching practice process. Harran Education Journal, 5(1), 88-112. doi:https://doi.org/10.22596/2020.0501.88.112
  • Kavuk, E., & Demirtaş, H. (2021). Difficulties experienced by teachers in the distance education during COVID-19 pandemic. E-International Journal of Pedandragogy, 1(1), 55-73.
  • Kırcı, A. (2022). The problems faced by Turkish teacher candidates during the distance education practices in the epidemic period, the school experience of the Turkish lesson and the problems they encountered in the teaching practice. RumeliDE Journal of Language and Literature Studies, (26), 125-142. doi: 10.29000/rumelide.1073857
  • Kırmızıgül, H. G. (2020). The COVID-19 Pandemic and the resulting education process. Eurasian Journal of Researches in Social and Economics, 7(5), 283-289.
  • Koç, A. (2020). Implementation of distance education to the faculty of theology teaching practices lesson during the COVID-19 pandemic: An exemplary application model. Milli Eğitim (Journal of National Education), 49(1), 851-875. doi:https://doi.org/10.37669/milliegitim.770561
  • Koç, C., & Yıldız, H. (2012). The reflectors of teaching experiences: Diaries. Education and Science, 37(164), 223-236.
  • Miles, M. B., & Huberman, A. M. (1994). Qualitative data analysis. New York: Sage Publishing.
  • MoNE (Ministry of National Education of Turkey). (2018, June 14). Teaching practice guidelines. Ankara: General Directorate of Teacher Training and Development.
  • Neumann, K. L., Short, C. R., Hall, J. A., & Alvarada-Albertorio, F. (2021). Introduction to the special ıssue on blended and distance learning for P-12 contexts. TechTrends, 65, 908–910. doi:https://doi.org/10.1007/s11528-021-00676-8
  • Noor, S., Isa, F. Md., & Mazhar, F. F. (2020). Online teaching practices during the COVID-19 pandemic. Educational Process: International Journal, 9(3), 169-184. doi:http://dx.doi.org/10.22521/edupij.2020.93.4
  • Paker, T. (2008). Problems of student teachers regarding the feedback of university supervisors and mentors during teaching practice. Pamukkale University Journal of Education, 1(23), 132-139.
  • Piştav Akmeşe, P., & Kayhan, N. (2021). Teacher training in special education course and teacher experiences in coronavirus disease (COVID-19) pandemic process. Ahi Evran University Journal of Kırşehir Education Faculty, 22(1), 73-104. doi:https://doi.org/10.29299/kefad.813169
  • Sarini Dewi, N. K. (2021). EFL pre-service teachers’ perception of their readiness in teaching online during Covid-19 pandemic. The Art of Teaching English As a Foreign Language, 2(2), 163-168. doi: https://doi.org/10.36663/tatefl.v2i2.172
  • Sun, L., Tang, Y., & Zuo, W. (2020). Coronavirus pushes education online. Natural. Materials, 19, 687. doi: https://doi.org/10.1038/s41563-020-0678-8
  • Tanşu, A., & Bektaş, O. (2020). Pre-service science teachers’ expectations from teaching practice. Journal of New Approaches in Education, 3(1), 39-54.
  • United Nations (2020). Policiy brief: Education during COVID-19 and beyond. Retrieved Now 17, 2021 from https://www.un.org/development/desa/dspd/wp-content/uploads/sites/22/2020/08/sg_policy_brief_covid-19_and_education_august_2020.pdf
  • Yıldırım, A., & Şimşek, H. (2013). Nitel araştırma yöntemleri [Qualitative research methods in the social sciences]. Ankara: Seçkin Publishing.
  • Kalkan, M., & Yıldız, E. (2022). Opinions of preschool preservice teachers on teaching practice course during the COVID-19 pandemic period. Eurasian Journal of Teacher Education, 3(1), 1-18.
  • Yılmaz, M. (2011). The opinions of primary school teacher candidates about the teaching staff lecturing teaching practice course. Gaziantep University Journal of Social Sciences, 10(4), 1377-1387.
  • Yin, R. K. (2003). Case study research design and methods (Second edition). London: Sage Publishing. YÖK (Turkish Council of Higher Education). (2018, May 30). Classroom Teaching Undergraduate Program. Council of Higher Education.
  • Yolcu, H. H. (2020). Preservice elementary teachers’ distance education experiences at the time of coronavirus (COVID-19) pandemic. Açıköğretim Uygulamaları ve Araştırmaları Dergisi (Journal of Open Education Practices and Research), 6(4), 237-250.

Yıl 2023, Cilt: 8 Sayı: 2, 197 - 208, 03.07.2023

Fehmi Demir Muzaffer Çatak

https://doi.org/10.53850/joltida.1141770
Cited By: 1

Öz

Kaynakça

  • Akgül, E., Ezmeci, F., & Akman, B. (2020). Examination of the difficulties of pre-school teacher candidates, teachers and teaching staff in the process of "teaching practice". e-Kafkas Journal of Educational Research, 7(2), 167-184. doi:https://doi.org/10.29329/mjer.2018.153.16
  • Akpınar, M., Çolak, K., & Yiğit, E. Ö. (2012). Cooperating teachers’ opinions about social studies pre-service teachers’ competencies in teaching practice course. Atatürk Education Faculty Journal of Educational Sciences, 1(36), 41-67.
  • Alomyan, H. (2021). The impact of distance learning on the psychology and learning of university students during the COVID-19 pandemic. International Journal of Instruction, 14(4), 585–606. doi:https://doi.org/10.29333/iji.2021.14434a
  • Altan, B. A. (2021). New experience in distant education: Online teaching practicum. MSKU Journal of Education, 8(2), 753-766. doi:https://doi.org/10.21666/muefd.975495
  • Altıntaş, S., & Görgen, İ. (2014). The opinions of pre-service teachers about teaching practice. Turkish Studies, 9(8), 197-208.
  • Antonova, A. V., & Kruglikova, G.A. (2020). Application of distance learning technologies in teaching practice of bachelor students. Advances in Economics, Business and Management Research, 156-156. doi:https://doi.org/10.2991/aebmr.k.201205.024
  • Arslan, A. (2021). Pre-service teachers' journey of “teaching” through micro-teaching: A mixed design research. Education and Science, 46(207), 259-283. doi:http://dx.doi.org/10.15390/EB.2021.9406
  • Aslan, M., & Sağlam, M. (2018). Evaluation of teaching practice course according to opinions of student teachers. Hacettepe University Journal of Education, 33(1), 144-162. doi:https://doi.org/10.16986/HUJE.2017030313
  • Avcı, E. K., & İbret, B. Ü. (2016). Evaluation of teacher candidates’ views regarding to teaching practice-II. Kastamonu Education Journal, 24(5), 2519-2536.
  • Aygüneş, A., Mirzeoğlu, A. D., & Güneş, B. (2022). Stakeholder opinions about the teaching practice course by distance education. Nevşehir Hacı Bektaş Veli University Journal of ISS, 12(1), 271-292. doi: 10.30783/nevsosbilen.1064915
  • Baczek, M., Zaganczyk-Baczek, M., Szpringer, M., Jaroszynski, A., & Wożakowska-Kapłon, B. (2021). Students’ perception of online learning during the COVID-19 pandemic: A survey study of Polish medical students. Medicine, 100(7), 1-6, e24821. doi:https://doi.org/10.1097/MD.0000000000024821
  • Ballı, F. E., Müldür, M., & Büyükkarcı, A. (2018). Opinions of prospective teachers have pedagogical formation education about teaching practice II course. Mediterranean Journal of Educational Research, 12(25), 301-325. doi:https://doi.org/10.29329/mjer.2018.153.16
  • Baştürk, S. (2009). Investigating teaching practice course according to student teachers’ opinions. Elementary Education Online, 8(2), 439-459.
  • Bates, T. (2017). ‘Why Does Canada Have So Much OnLine Learning?’. Online Learning and Distance Education Resources. Retrieved December 1, 2020 from: https://www.tonybates.ca/2017/11/11/why-does-canada-have-so-much-online-learning
  • Bay, D. N., Şeker, P. T., & Alisinanoğlu, F. (2019). Pre-service teachers' opinions about teaching practice course. Anadolu University Journal of Education Faculty, 4(1), 1-20. doi:https://doi.org/10.34056/aujef.625497 Bayındır, N. (2021). Reviews of preservice teachers about remote web-based teaching practices. ESTUDAM Journal of Education, 6(1), 1-11.
  • Bishop, P. A. (2021) Middle grades teacher practices during the COVID-19 pandemic, RMLE Online, 44(7), 1-18, doi: https://doi.org/10.1080/19404476.2021.1959832
  • Çakın, M., & Akyavuz, E. K. (2020). The COVID-19 process and its reflection on education: An analysis on teachers’ opinions. International Journal of Social Sciences and Education Research, 6(2), 165-186. doi:https://doi.org/10.24289/ijsser.747901
  • Can, E. (2020). Coronavirus (COVID-19) pandemic and its pedagogical reflections: Open and distance education practices in Turkey. Açıköğretim Uygulamaları ve Araştırmaları Dergisi (Journal of Open Education Practices and Research), 6(2), 11-53.
  • Çapçıoğlu, F., & Kızılabdullah. (2020). Opinions of practice teachers and students on the teaching practice process of Ankara university divinity faculty. Religious Studies, 23(58), 15-78. doi:https://doi.org/10.15745/da.797997
  • Çiçek, Ş., & İnce, L. (2005). Prospective teachers’ views related to the teaching practice process. Hacettepe J. of Sport Sciences, 16(3), 146-155.
  • Clark, S. K., Jones, C. D., Reutzel, D. R., & Andreasen, L. (2013). An examination of the influences of a teacher preparation program on beginning teachers' reading instruction. Literacy Research and Instruction, 52(2), 87-105.
  • Çolak, F. Ç., & Efeoğlu, G. (2021). Needs analysis for practicum course while getting back to normal: SWOT analysis sample. The Journal of Kesit Academy, 7(27), 176-197. doi:https://doi.org/10.29228/kesit.51140
  • Coşkun, M. K. (2020). Investigation of attitudes toward school practice courses of social studies teachers. International Journal of New Approaches in Social Studies, 4(1), 45-61.
  • Creswell, J. W. (2007). Qualitative inquiry and research design: Choosing among five approaches (2nd ed.). London: Sage Publishing.
  • Daniel, S. J. (2020). Education and the COVID-19 pandemic. Prospects. 49, 91–96. doi: https://doi.org/10.1007/s11125-020-09464-3
  • Demir, Ö., & Çamlı, Ö. (2011). Schools teaching practice lesson practice problems encountered the investigation of class and opinions of pre-school students: A qualitative study. Journal of Uludag University Faculty of Education, 24(1), 117-139.
  • Dilekçi, Ü., Limon, İ., & Kaya, A. (2021). Virtual classroom management in the emergency distance education process: Teachers' views on the problems encountered. 15th International Congress on Educational Administration, 114-120. Gaziantep.
  • Dhawan, S. (2020). Online learning: A panacea in the time of COVID-19 crisis. Journal of Educational Technology Systems, 49(1), 5–22. doi:https://doi.org/10.1177/0047239520934018
  • Doucet, A., Netolicky, D., Timmers, K., & Tuscano, F. J. (2020). Thinking about pedagogy in an unfolding pandemic: An independent report on approaches to distance learning during COVID 19 school closures (Version 2.0). Retrived December 3, 2021 from https://www.oitcinterfor.org/sites/default/files/file_publicacion/2020_Research_COVID-19.pdf
  • Eraslan, A. (2009). Prospective mathematics teachers’ opinions on ‘teaching practice’. Necatibey Faculty of Education Electronic Journal of Science and Mathematics Education, 3(1), 207-221.
  • Eskici, M. (2019). Part of the teacher training process: Teaching practice. International Strategic Research Congress, 544-548. Antalya.
  • Eti, İ., & Karaduman, B. (2020). Investigation of COVID-19 pandemic process in terms of professional competences of teacher candidates. Journal of National Education, 49(1), 635-656. doi:https://doi.org/10.37669/milliegitim.787238 Gerring, J. (2017). Case study research: Principles and practices. Cambridge University Press.
  • Güven, S., & Uçar, M., (2021). Opinions of pre-service teachers on distance education and teaching practice course. Journal of Awareness 6(3):165-183. doi:https://doi.org/10.26809/joa.6.3.08
  • Güven, Z. Z. (2020). A teaching practicum in teaching Turkish as a foreign language: A case study. Journal of Language Education and Research, 6(2), 393-409. doi:https://doi.org/10.31464/jlere.695807
  • İlik, Ş. Ş., & Deniz, S. (2020). Observations of teacher candidates from different branches relating to inclusive education practices during their teaching practice. Kastamonu Education Journal, 28(1), 338-351. doi:https://doi.org/10.24106/kefdergi.3611
  • Johnson, N., Veletsianos, G., & Seaman, J. (2020). U.S. faculty and administrators’ experiences and approaches in the early weeks of the COVID-19 pandemic. Online Learning, 24(2), 6-21. doi:https://doi.org/10.24059/olj.v24i2.2285
  • Kalender, B. (2020). Investigation of elementary teachers' perceptions about the teaching practice process. Harran Education Journal, 5(1), 88-112. doi:https://doi.org/10.22596/2020.0501.88.112
  • Kavuk, E., & Demirtaş, H. (2021). Difficulties experienced by teachers in the distance education during COVID-19 pandemic. E-International Journal of Pedandragogy, 1(1), 55-73.
  • Kırcı, A. (2022). The problems faced by Turkish teacher candidates during the distance education practices in the epidemic period, the school experience of the Turkish lesson and the problems they encountered in the teaching practice. RumeliDE Journal of Language and Literature Studies, (26), 125-142. doi: 10.29000/rumelide.1073857
  • Kırmızıgül, H. G. (2020). The COVID-19 Pandemic and the resulting education process. Eurasian Journal of Researches in Social and Economics, 7(5), 283-289.
  • Koç, A. (2020). Implementation of distance education to the faculty of theology teaching practices lesson during the COVID-19 pandemic: An exemplary application model. Milli Eğitim (Journal of National Education), 49(1), 851-875. doi:https://doi.org/10.37669/milliegitim.770561
  • Koç, C., & Yıldız, H. (2012). The reflectors of teaching experiences: Diaries. Education and Science, 37(164), 223-236.
  • Miles, M. B., & Huberman, A. M. (1994). Qualitative data analysis. New York: Sage Publishing.
  • MoNE (Ministry of National Education of Turkey). (2018, June 14). Teaching practice guidelines. Ankara: General Directorate of Teacher Training and Development.
  • Neumann, K. L., Short, C. R., Hall, J. A., & Alvarada-Albertorio, F. (2021). Introduction to the special ıssue on blended and distance learning for P-12 contexts. TechTrends, 65, 908–910. doi:https://doi.org/10.1007/s11528-021-00676-8
  • Noor, S., Isa, F. Md., & Mazhar, F. F. (2020). Online teaching practices during the COVID-19 pandemic. Educational Process: International Journal, 9(3), 169-184. doi:http://dx.doi.org/10.22521/edupij.2020.93.4
  • Paker, T. (2008). Problems of student teachers regarding the feedback of university supervisors and mentors during teaching practice. Pamukkale University Journal of Education, 1(23), 132-139.
  • Piştav Akmeşe, P., & Kayhan, N. (2021). Teacher training in special education course and teacher experiences in coronavirus disease (COVID-19) pandemic process. Ahi Evran University Journal of Kırşehir Education Faculty, 22(1), 73-104. doi:https://doi.org/10.29299/kefad.813169
  • Sarini Dewi, N. K. (2021). EFL pre-service teachers’ perception of their readiness in teaching online during Covid-19 pandemic. The Art of Teaching English As a Foreign Language, 2(2), 163-168. doi: https://doi.org/10.36663/tatefl.v2i2.172
  • Sun, L., Tang, Y., & Zuo, W. (2020). Coronavirus pushes education online. Natural. Materials, 19, 687. doi: https://doi.org/10.1038/s41563-020-0678-8
  • Tanşu, A., & Bektaş, O. (2020). Pre-service science teachers’ expectations from teaching practice. Journal of New Approaches in Education, 3(1), 39-54.
  • United Nations (2020). Policiy brief: Education during COVID-19 and beyond. Retrieved Now 17, 2021 from https://www.un.org/development/desa/dspd/wp-content/uploads/sites/22/2020/08/sg_policy_brief_covid-19_and_education_august_2020.pdf
  • Yıldırım, A., & Şimşek, H. (2013). Nitel araştırma yöntemleri [Qualitative research methods in the social sciences]. Ankara: Seçkin Publishing.
  • Kalkan, M., & Yıldız, E. (2022). Opinions of preschool preservice teachers on teaching practice course during the COVID-19 pandemic period. Eurasian Journal of Teacher Education, 3(1), 1-18.
  • Yılmaz, M. (2011). The opinions of primary school teacher candidates about the teaching staff lecturing teaching practice course. Gaziantep University Journal of Social Sciences, 10(4), 1377-1387.
  • Yin, R. K. (2003). Case study research design and methods (Second edition). London: Sage Publishing. YÖK (Turkish Council of Higher Education). (2018, May 30). Classroom Teaching Undergraduate Program. Council of Higher Education.
  • Yolcu, H. H. (2020). Preservice elementary teachers’ distance education experiences at the time of coronavirus (COVID-19) pandemic. Açıköğretim Uygulamaları ve Araştırmaları Dergisi (Journal of Open Education Practices and Research), 6(4), 237-250.
Toplam 57 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Konular Alan Eğitimleri
Bölüm Research Article
Yazarlar

Fehmi Demir 0000-0003-4111-0700

Muzaffer Çatak 0000-0002-7059-7979

Yayımlanma Tarihi 3 Temmuz 2023
Gönderilme Tarihi 7 Temmuz 2022
Yayımlandığı Sayı Yıl 2023 Cilt: 8 Sayı: 2

Kaynak Göster

APA Demir, F., & Çatak, M. (2023). Examination of pre-service teachers’ experiences in teaching practice with distance education. Journal of Learning and Teaching in Digital Age, 8(2), 197-208. https://doi.org/10.53850/joltida.1141770

Cited By

Classroom disruptions in digital teaching during the pandemic – an interview study
Frontiers in Education
https://doi.org/10.3389/feduc.2024.1335249
 Kapak Resmi İndir

Journal of Learning and Teaching in Digital Age 2023. © 2023. This is an Open Access article distributed under the terms of the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License. 19195

Journal of Learning and Teaching in Digital Age. Tüm hakları saklıdır, 2023. ISSN:2458-8350