Being a Teacher without Entering Classrooms: Pre-Service Teachers' Experiences in Online Teaching Practicum

Autor/inn/en	Bayir, Özge Öztekin; Dulay, Sabiha; Tekel, Esra
Titel	Being a Teacher without Entering Classrooms: Pre-Service Teachers' Experiences in Online Teaching Practicum
Quelle	In: Anatolian Journal of Education, 7 (2022) 2, S.31-48 (18 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Preservice Teachers; Practicums; Electronic Learning; Distance Education; Pandemics; COVID-19; Student Experience + Suchen Sie Ihr Suchwort? Practicum; Praktikum; Praktika; Distance study; Distance learning; Fernunterricht; Studienerfahrung
Abstract	To prevent the disruption of education and training activities during the COVID-19 pandemic, distance education was started, and applied courses were continued with online methods. The aim of this study was to do in-depth examination of the experiences of pre-service teachers regarding the online Teaching Practicum course they took during the COVID-19 pandemic. For this purpose, the phenomenological design was adopted in the study. The study group consisted of 15 pre-service teachers determined with maximum variation sampling and three different focus group interviews were conducted. Content analysis was used to reveal the experiences of the preservice teachers. The views of the participants were grouped under three themes: (1) benefits of online teaching practicum, (2) limitations of online teaching practicum, and (3) ways to deal with difficulties. [Paper presented at the International Conference on Lifelong Education and Leadership for ALL (7th, Sarajevo, Bosnia and Herzegovina, Aug 24-26, 2021).] (As Provided).
Anmerkungen	Gate Association for Teaching and Education. e-mail: aje.editorial@gmail.com; Web site: http://e-aje.net/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01