Research Article
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Teaching Practices Under the Shadow of COVID-19

Year 2022, Volume: 9 Issue: 4, 92 - 110, 01.07.2022
https://doi.org/10.17275/per.22.81.9.4

Abstract

The COVID-19 pandemic, which started to be seen around the world at the beginning of 2020 and affected all the countries of the world in a short time, has severely affected all social systems, health being in the first place, and forced change. In this period, transformations that can be called reforms took place in education. The effect of distance education in formal education necessitated changes in teacher training processes, as well. This study aimed to evaluate the action plan designed to minimize the adverse effects of teaching practices, an essential pillar of the teacher training system. The participants of the study intended as action research, are mentor teachers and student teachers taking part in teaching practices in the 2020-2021 Academic Year. At the end of the research, three themes were reached from the views of the participants: the effects of the action on professional life, the obstacles encountered and suggestions for improvement. In light of the data obtained, it is suggested that teaching practices should be supported with tasks suitable for distance education, innovative technological material development should be given importance among these tasks, and student teachers should go through the teaching processes in which they can prepare these materials.

Thanks

This study was presented in the 8th International Congress on Curriculum and Instruction in Burdur on 25-27 March, 2021

References

  • Alkan, V., Şimşek, S. & Erdem, A. R. (2013). Suggestions of school administrators and educational personnel in practice schools regarding the school experience lesson. e-Journal of New World Sciences Academy, 8(2), 245-260.
  • Aristovnik, A., Keržič, D., Ravšelj, D., Tomaževič, N. & Umek, L. (2020). Impacts of the COVID-19 Pandemic on Life of Higher Education Students: A Global Perspective. Preprints, 1-35.
  • Atkins, C. & Danley, A. (2020). Supporting Student teachers During COVID-19: Lessons Learned. Educational Renaissance, 9(1), 31-40.
  • Avison, D., Lau, F., Myers, M. & Nielsen, A. (1999). Action Research. Communications of the ACM, 42(1), 94-97.
  • Blankstein, M., Frederick, J. K. & Wolff-Eisenberg, C. (2020). Student Experiences During the Pandemic Pivot. Research Report. Retrieved January, 30, 2021 from https://sr.ithaka.org/wp-content/uploads/2020/06/SR-Report-Student-Experiences-During-the-Pandemic-Pivot.pdf.
  • Can, N. & Köroğlu, Y. (2020). Evaluation of distance education, which has become widespread in the period of COVID-19, and its examination in terms of education workers. Media, Dialectics and Society, 3(4), 370-380.
  • Creswell, J. W. (2005). Educational research: Planning conducting and evaluating quantitative and qualitative research (2. bs.). New Jersey, NJ: Pearson Ed. Inc.
  • Doğan, D., Yiğit, M. F., Alır, A., Fidan, A., Özbay, Ö. & Tüzün, H. (2019). Investigation of Pre-service Teachers' Views on the Use of a Teacher Education Simulation. PAU Journal of Education, 46, 150-174.
  • Duncan, H. E. & Barnett, J. (2009). Learning to Teach Online: What Works for Student Teachers. Journal of Educational Computing Research, 40(3), 357-376.
  • Eisenbach, B. B., Greathouse, P. & Acquaviva, C. (2020). “COVID-19, Middle Level Student teachers, and Colloquialisms: Navigating Emergency Remote Field Experiences”. Middle Grades Review, 6(2), 1-5.
  • Ekinci, N. & Tican Başaran, S. (2015). The effect of school experience course on students' perceptions of teaching. Journal of MSKU Education Faculty, 2(1), 13-24.
  • ElAref, N. (2020). Post Pandemic Paradigm of Higher Education. Retrieved January, 31, 2021 from https://blog.efmdglobal.org/2020/07/07/post-pandemic-paradigm-of-higher-education/.
  • Ersin, P., Atay, D. & Mede, E. (2020). Boasting Preservice Teachers’ Competence and Online Teaching Readiness through E-Practicum during the COVID-19 Outbreak. International Journal of TESOL Studies, 2(2), 112-124.
  • Eti, İ. & Karaduman, B. (2020). Examining the COVID-19 Pandemic Process in Terms of Professional Competencies of Pre-service Teachers. Journal of National Education , 49(1), 635-656.
  • Gonzalez-Calvo, G., Barba-Martin, R. A., Garcia-Bores, D. & Gallego-Lema, V. (2020). Learning to be a teacher without being in the classroom: COVID-19 as a threat to the Professional development of future teachers. International and Multidisciplinary Journal of Social Sciences, 9(2), 152-177.
  • Gürgür, H. (2017). Action research. A. Saban & A. Ersoy (Eds.). in Qualitative research patterns in education (2. bs.) (ss. 31-80). Anı.
  • Holdheide, L. (2020). Promising Strategies to Prepare New Teachers in a COVID-19 World. Retrieved January, 31, 2021 from https://www.air.org/resource/promising- strategies-prepare-new-teachers-covid-19-world.
  • Kaymaz, A. (2021). Teachers' views on the changing workload and ıts effects in the distance education process. International Journal of Leadership Training (IJOLT), 1(1).
  • Kırçiçek, H. & Yüksel, İ. (2019). Views of Academicians on School Experience and Teaching Practice Course. Gazi University Journal of Gazi Education Faculty, 39(3), 1319-1345.
  • Koch, B. & Vu, P. (2020). Virtual Field Experience and Mock Interview Opportumities for Preservice Special Education and Secondary Teachers. Richard E. Ferdig, Emily Baumgartner, Richard Hartshorne, Regina Kaplan-Rakowski, Chrystalla Mouza (Ed.). Teaching, Technology, and Teacher Education During the COVID-19 Pandemic: Stories from the Field. Published by: AACE-Association for the Advancement of Computing in Education.
  • Koç, A. (2020). Teaching practice course of faculty of theology through distance education during the covid-19 epidemic: a sample practice model. Journal of National Education, 49(1), 851-875.
  • Koçoğlu, E., Ulu Kalın, Ö., Tekdal, D. & Yiğen, V. (2020). Overview of education in turkey during the covid-19 pandemic process. International Social Sciences Studies Journal, 6(65), 2956-2966.
  • Maher, S. & Zollman, A. (2021). “Into the Unknown” Supervising Student teachers During the 2020 COVID-19 Pandemic. Journal of Teaching and Learning with Technology, 10, 158-163.
  • Merriam, S. B. (2013). Qualitative research: A guide to design and implementation (S. Turan, Translate.). Nobel Yayıncılık.
  • Moyo, N. (2020). Covid-19 and the future of practicum in teacher education in Zimbabwe: Rethinking the ‘new normal’ in quality assurance for teacher certification. Journal of Education for Teaching, 46(4), 536-545.
  • Muhirwa, J. M. (2009). Teaching and Learning Against All Odds: A Video-Based Study of Learner-to-Instructor Interaction in International Distance Education. International Review of Research in Open and Distance Learning, 10(4), 1-24.
  • 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.
  • Ocak, G. & Akkaş Baysal, E. (2019). Understanding action research. G. Ocak (Ed.). Action Research and Case Studies in Education. Pegem.
  • Ping, Z., Fudong, L. & Zheng, S. (2020). Thinking and Practice of Online Teaching under COVID-19 Epidemic. IEEE 2nd International Conference on Computer Science and Educational Informatization (CSEI).
  • Piştav Akmeşe, P. & Kayhan, N. (2020). Experiences of special education teaching students on practicing courses during the coronavirus (covıd-19) epidemic process. Turkish Studies, 15(8), 3669-3688.
  • Reimers, F., Schleicher, A., Saavedra, J. & Tuominen, S. (2020). Supporting the continuation of teaching and learning during the COVID-19 Pandemic. Annotated resources for online learning. Retrieved January, 30, 2021 from https://www.oecd.org/education/Supporting-the-continuation-of-teaching-and-learning-during-the-COVID-19-pandemic.pdf.
  • Rivera, M. (2020). 5 trends transforming education in the Covid-19 era. Retrieved, July, 11, 2021 from https://elearnmagazine.com/trends-transforming-education-in-covid-19/.
  • Schleicher, A. (2020). The Impact of Covid-19 on Education. Insights from education at a glance 2020. Retrieved January, 30, 2021 from https://www.oecd.org/education/the-impact-of-covid-19-on-education-insights-education-at-a-glance-2020.pdf.
  • Scott, L. & Harper, M. (2020). Teacher Educator Spotlight Series: Online Teaching and Learning in the Time of COVID. Retrieved January, 31, 2021 from https://education-first.com/teacher-educator-spotlight-series-online-teaching-and-learning-in-the-time-of-covid/.
  • Türkan, A., Leblebici, H. & Önal, İ. (2020). Opinions of Student teachers on Distance Education Implemented During the Covid-19 Pandemic Period. European Journal of Education Studies, 7(11), 329-353.
  • UNESCO, (2020). Education in a post-COVID World: Nine ideas for public action. Retrieved, July, 11 from https://en.unesco.org/sites/default/files/education_in_a_post-covid_world-nine_ideas_for_public_action.pdf.
  • Ünlü Saratlı, E. (2007). Adequacy of Mentoring Service Provided to Primary Education Science Teacher Candidates in School Experience I Course Application (Siirt Province Example) (Unpublished Master's Thesis). Gazi University, Ankara.
  • Varela, D. G. & Desidero, M. F. (2021). Perceptions of COVID-19 pandemic impact on student teaching experience. Research in Higher Education Journal, 39.
  • Yıldırım, A. & Şimşek, H. (2008). Qualitative research methods in the social sciences. Seçkin Yayınları.
Year 2022, Volume: 9 Issue: 4, 92 - 110, 01.07.2022
https://doi.org/10.17275/per.22.81.9.4

Abstract

References

  • Alkan, V., Şimşek, S. & Erdem, A. R. (2013). Suggestions of school administrators and educational personnel in practice schools regarding the school experience lesson. e-Journal of New World Sciences Academy, 8(2), 245-260.
  • Aristovnik, A., Keržič, D., Ravšelj, D., Tomaževič, N. & Umek, L. (2020). Impacts of the COVID-19 Pandemic on Life of Higher Education Students: A Global Perspective. Preprints, 1-35.
  • Atkins, C. & Danley, A. (2020). Supporting Student teachers During COVID-19: Lessons Learned. Educational Renaissance, 9(1), 31-40.
  • Avison, D., Lau, F., Myers, M. & Nielsen, A. (1999). Action Research. Communications of the ACM, 42(1), 94-97.
  • Blankstein, M., Frederick, J. K. & Wolff-Eisenberg, C. (2020). Student Experiences During the Pandemic Pivot. Research Report. Retrieved January, 30, 2021 from https://sr.ithaka.org/wp-content/uploads/2020/06/SR-Report-Student-Experiences-During-the-Pandemic-Pivot.pdf.
  • Can, N. & Köroğlu, Y. (2020). Evaluation of distance education, which has become widespread in the period of COVID-19, and its examination in terms of education workers. Media, Dialectics and Society, 3(4), 370-380.
  • Creswell, J. W. (2005). Educational research: Planning conducting and evaluating quantitative and qualitative research (2. bs.). New Jersey, NJ: Pearson Ed. Inc.
  • Doğan, D., Yiğit, M. F., Alır, A., Fidan, A., Özbay, Ö. & Tüzün, H. (2019). Investigation of Pre-service Teachers' Views on the Use of a Teacher Education Simulation. PAU Journal of Education, 46, 150-174.
  • Duncan, H. E. & Barnett, J. (2009). Learning to Teach Online: What Works for Student Teachers. Journal of Educational Computing Research, 40(3), 357-376.
  • Eisenbach, B. B., Greathouse, P. & Acquaviva, C. (2020). “COVID-19, Middle Level Student teachers, and Colloquialisms: Navigating Emergency Remote Field Experiences”. Middle Grades Review, 6(2), 1-5.
  • Ekinci, N. & Tican Başaran, S. (2015). The effect of school experience course on students' perceptions of teaching. Journal of MSKU Education Faculty, 2(1), 13-24.
  • ElAref, N. (2020). Post Pandemic Paradigm of Higher Education. Retrieved January, 31, 2021 from https://blog.efmdglobal.org/2020/07/07/post-pandemic-paradigm-of-higher-education/.
  • Ersin, P., Atay, D. & Mede, E. (2020). Boasting Preservice Teachers’ Competence and Online Teaching Readiness through E-Practicum during the COVID-19 Outbreak. International Journal of TESOL Studies, 2(2), 112-124.
  • Eti, İ. & Karaduman, B. (2020). Examining the COVID-19 Pandemic Process in Terms of Professional Competencies of Pre-service Teachers. Journal of National Education , 49(1), 635-656.
  • Gonzalez-Calvo, G., Barba-Martin, R. A., Garcia-Bores, D. & Gallego-Lema, V. (2020). Learning to be a teacher without being in the classroom: COVID-19 as a threat to the Professional development of future teachers. International and Multidisciplinary Journal of Social Sciences, 9(2), 152-177.
  • Gürgür, H. (2017). Action research. A. Saban & A. Ersoy (Eds.). in Qualitative research patterns in education (2. bs.) (ss. 31-80). Anı.
  • Holdheide, L. (2020). Promising Strategies to Prepare New Teachers in a COVID-19 World. Retrieved January, 31, 2021 from https://www.air.org/resource/promising- strategies-prepare-new-teachers-covid-19-world.
  • Kaymaz, A. (2021). Teachers' views on the changing workload and ıts effects in the distance education process. International Journal of Leadership Training (IJOLT), 1(1).
  • Kırçiçek, H. & Yüksel, İ. (2019). Views of Academicians on School Experience and Teaching Practice Course. Gazi University Journal of Gazi Education Faculty, 39(3), 1319-1345.
  • Koch, B. & Vu, P. (2020). Virtual Field Experience and Mock Interview Opportumities for Preservice Special Education and Secondary Teachers. Richard E. Ferdig, Emily Baumgartner, Richard Hartshorne, Regina Kaplan-Rakowski, Chrystalla Mouza (Ed.). Teaching, Technology, and Teacher Education During the COVID-19 Pandemic: Stories from the Field. Published by: AACE-Association for the Advancement of Computing in Education.
  • Koç, A. (2020). Teaching practice course of faculty of theology through distance education during the covid-19 epidemic: a sample practice model. Journal of National Education, 49(1), 851-875.
  • Koçoğlu, E., Ulu Kalın, Ö., Tekdal, D. & Yiğen, V. (2020). Overview of education in turkey during the covid-19 pandemic process. International Social Sciences Studies Journal, 6(65), 2956-2966.
  • Maher, S. & Zollman, A. (2021). “Into the Unknown” Supervising Student teachers During the 2020 COVID-19 Pandemic. Journal of Teaching and Learning with Technology, 10, 158-163.
  • Merriam, S. B. (2013). Qualitative research: A guide to design and implementation (S. Turan, Translate.). Nobel Yayıncılık.
  • Moyo, N. (2020). Covid-19 and the future of practicum in teacher education in Zimbabwe: Rethinking the ‘new normal’ in quality assurance for teacher certification. Journal of Education for Teaching, 46(4), 536-545.
  • Muhirwa, J. M. (2009). Teaching and Learning Against All Odds: A Video-Based Study of Learner-to-Instructor Interaction in International Distance Education. International Review of Research in Open and Distance Learning, 10(4), 1-24.
  • 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.
  • Ocak, G. & Akkaş Baysal, E. (2019). Understanding action research. G. Ocak (Ed.). Action Research and Case Studies in Education. Pegem.
  • Ping, Z., Fudong, L. & Zheng, S. (2020). Thinking and Practice of Online Teaching under COVID-19 Epidemic. IEEE 2nd International Conference on Computer Science and Educational Informatization (CSEI).
  • Piştav Akmeşe, P. & Kayhan, N. (2020). Experiences of special education teaching students on practicing courses during the coronavirus (covıd-19) epidemic process. Turkish Studies, 15(8), 3669-3688.
  • Reimers, F., Schleicher, A., Saavedra, J. & Tuominen, S. (2020). Supporting the continuation of teaching and learning during the COVID-19 Pandemic. Annotated resources for online learning. Retrieved January, 30, 2021 from https://www.oecd.org/education/Supporting-the-continuation-of-teaching-and-learning-during-the-COVID-19-pandemic.pdf.
  • Rivera, M. (2020). 5 trends transforming education in the Covid-19 era. Retrieved, July, 11, 2021 from https://elearnmagazine.com/trends-transforming-education-in-covid-19/.
  • Schleicher, A. (2020). The Impact of Covid-19 on Education. Insights from education at a glance 2020. Retrieved January, 30, 2021 from https://www.oecd.org/education/the-impact-of-covid-19-on-education-insights-education-at-a-glance-2020.pdf.
  • Scott, L. & Harper, M. (2020). Teacher Educator Spotlight Series: Online Teaching and Learning in the Time of COVID. Retrieved January, 31, 2021 from https://education-first.com/teacher-educator-spotlight-series-online-teaching-and-learning-in-the-time-of-covid/.
  • Türkan, A., Leblebici, H. & Önal, İ. (2020). Opinions of Student teachers on Distance Education Implemented During the Covid-19 Pandemic Period. European Journal of Education Studies, 7(11), 329-353.
  • UNESCO, (2020). Education in a post-COVID World: Nine ideas for public action. Retrieved, July, 11 from https://en.unesco.org/sites/default/files/education_in_a_post-covid_world-nine_ideas_for_public_action.pdf.
  • Ünlü Saratlı, E. (2007). Adequacy of Mentoring Service Provided to Primary Education Science Teacher Candidates in School Experience I Course Application (Siirt Province Example) (Unpublished Master's Thesis). Gazi University, Ankara.
  • Varela, D. G. & Desidero, M. F. (2021). Perceptions of COVID-19 pandemic impact on student teaching experience. Research in Higher Education Journal, 39.
  • Yıldırım, A. & Şimşek, H. (2008). Qualitative research methods in the social sciences. Seçkin Yayınları.
There are 39 citations in total.

Details

Primary Language English
Subjects Other Fields of Education
Journal Section Research Articles
Authors

Serkan Keleşoğlu 0000-0002-1208-6919

Alper Yetkiner 0000-0001-8213-9732

Publication Date July 1, 2022
Acceptance Date January 23, 2022
Published in Issue Year 2022 Volume: 9 Issue: 4

Cite

APA Keleşoğlu, S., & Yetkiner, A. (2022). Teaching Practices Under the Shadow of COVID-19. Participatory Educational Research, 9(4), 92-110. https://doi.org/10.17275/per.22.81.9.4