TY  - JOUR
TI  - Factors Affecting the Quality of a Remote Teaching Practicum from the Perspective of Preservice Preschool Teachers
AB  - During the COVID-19 pandemic uncertainties about how to implement and evaluate teaching practicums have been faced by the teacher training institutions. Due to some constraints imposed by the pandemic, teaching practicum courses, transitioned to an online format in the 2020-2021 academic year in Turkey, similarly to many other countries. Within the scope of this research, it is aimed to identify the factors affecting the nature of the education process based on the experiences of preschool preservice teachers in a remote teaching practicum. The participants of this study comprised 11 preservice teachers who were enrolled in preschool teacher training program of a public university, and completed the theoretical and applied parts of the “Teaching Practicum I” and “Teaching Practicum II” courses via distance education in the 2020-2021 academic year due to the COVID-19 pandemic. Basic qualitative research methodology guided this study. Data were collected via a structured interview protocol and analyzed using an inductive approach. As a result of the analysis of the interviews with the participating preservice teachers, it was determined that many factors affected the quality of the teaching practicum process carried out via distance education. Among these factors, “guidance of the mentor teacher and university supervisor,” “interactions with mentor teacher and university supervisor,” “paired peer placement,” “being a trainee teacher in the same class for two semesters,” and “access to course/learning materials” were factors that positively affected the quality of the process and were experienced as “facilitating” factors by the preservice teachers. On the other hand, “lack of technological resources,” “limitations in relationships with children and assessment,” “online classroom management,” and “family intervention” were factors that negatively affected the quality of the process and were experienced as “hindering” factors by the preservice teachers.
AU  - Alan, Ümran
AU  - Sinoğlu Günden, Tuğçe
DO  - 10.14686/buefad.1128553
PY  - 2022
JO  - Bartın Üniversitesi Eğitim Fakültesi Dergisi
VL  - 11
IS  - 3
SN  - 1308-7177
SP  - 718
EP  - 736
DB  - TRDizin
UR  - http://search/yayin/detay/1166459
ER  -