EXPLORING THE CHARACTERISTICS OF AN ONLINE PRACTICUM COURSE IN AN ENGLISH LANGUAGE TEACHER EDUCATION PROGRAM: A CASE STUDY

Download

İLYA_A_Dissertation_Finalized_September_24.pdf

Date

2022-9-1

Author

İlya, Ali

Metadata

Show full item record

This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

Item Usage Stats

716
views

341
downloads

The global COVID-19 pandemic made it more apparent that English as a Foreign Language (EFL) teacher education programs have not been well-prepared for the online modality. Practicum, as a fundamental component of these programs, was not an exception. The emergency remote teaching period started as an unexpected and unwanted process; however, it also taught significant lessons to the whole world. With an awareness of point of no return marked by the COVID-19, the particular research study aims to explore the characteristics of an online practicum course based on an inquiry into the lived experiences of three primary groups of stakeholders i.e. student teachers of English (STs), school-based mentor teachers (SMTs), and university-based teacher educators (UTEs). Designed as a qualitative case study, the research was conducted with the participation of 14 STs, 10 SMTs, and 5 UTEs. The data was collected through reflective journals, focus group discussions, audio recordings, open-ended questionnaires, and semi-structured interviews. Upon content analysis of the data, Model ETCEtra was proposed and suggestions were made both for policy makers and for the relevant stakeholders. It was primarily concluded that practicum courses in the EFL teacher education program that was explored within this study need to be redesigned to address online components as well. A common framework, a professional community for mentors, regular monitoring and feedback mechanisms, and well-designed training programs or workshops are among the leading requirements of the suggested redesign. Given the newness of online practicum in Turkey, the same redesign can be considered for other EFL teacher education programs as well.

Subject Keywords

Online practicum, pre-service teacher education, program development, post-COVID needs assessment, case study

URI

https://hdl.handle.net/11511/99453

Collections

Graduate School of Social Sciences, Thesis

Suggestions

OpenMETU
Core

Investigating ELT instructors' perceived competencies: challenges and suggestions Canbolat, Nilay; Daloğlu, Ayşegül; Department of English Literature (2013) This study aims at finding out instructors’ perceived competencies in Teachers of English to Speakers of Other Languages (TESOL) and Ministry of Education (MONE) competencies, and accordingly exploring strengths and weaknesses of the ELT undergraduate program as well as providing suggestions for a more effective and fruitful program. At the first phase of the research, a questionnaire is given to seventy-five participants, working in the department of Foreign Languages at various universities. For the secon...
Examining EFL students' foreign language speaking anxiety: The case at a Turkish state university Çağatay, Sibel (2015-04-19) The present study examines EFL students' Foreign Language Speaking Anxiety (FLSA) and its possible reasons as well as some solutions to it. The participants were 147 Turkish students at the English preparatory program of a state university. A questionnaire was administered to the students from each proficiency level to explore their FLSA. The findings revealed that EFL students experience a moderate level of FLSA. Furthermore, female students seem to be highly anxious while speaking. Another striking point ...
Development and evaluation of a technological pedagogical content knowledge (TPACK) assessment tool for preservice teachers learning to teach english as a foreign language Başer, Derya; Çağıltay, Kürşat; Department of Computer Education and Instructional Technology (2015) The purpose of this study is to develop and evaluate a technological pedagogical content knowledge (TPACK) assessment tool for preservice teachers learning to teach English as a foreign language (EFL). The assessment tool, called TPACK-EFL survey, was developed and evaluated through tool development research by using mixed methods approach. Survey items were generated by using qualitative data. Content validity of the survey was maintained through expert reviews and a cognitive interview. Then, construct va...
Investigating Pre-Service English Teachers Stages of Concern toward Using Wiki Kayaduman, Halil ; Delialioğlu, Ömer (2016-01-01) Concern Based Adaption Model (CBAM) was used as the theoretical framework for examining the Stages of Concerns of English Language pre-service teachers regarding the use of a Wiki for English as Foreign Language (EFL) classes. Stages of concern are used as a measure for adaptation of new technologies to instruction. Learning by Design (LBD) instructional method was implemented for three weeks in the context of an undergraduate course, “Approaches to English Language Teaching”, in the department of Foreign ...
İngilizce aday öğretmenlerinin bakış açısıyla fiziksel öğrenme ortamlarının karşılaştırılması Eret , Esra; Ok, Ahmet (2009-01-01) Bu çalışmanın amacı, Ankara’daki devlet üniversitelerinin İngilizce öğretmenliği bölümlerinin fiziksel öğrenme ortamına ilişkin her bir üniversitedeki dördüncü sınıf öğrencilerinin bakış açılarını karşılaştırmaktır. Betimsel olan bu çalışmanın örneklemini Ankara’daki devlet üniversitelerinin İngilizce öğretmenliği bölümünde okuyan dördüncü sınıf öğrencilerinin tamamı oluşturmaktadır. Araştırmada Gazi Üniversitesi, Hacettepe Üniversitesi ve Orta Doğu Teknik Üniversitesi’nden toplam 278 dördüncü sınıf öğretme...

Citation Formats

A. İlya, “EXPLORING THE CHARACTERISTICS OF AN ONLINE PRACTICUM COURSE IN AN ENGLISH LANGUAGE TEACHER EDUCATION PROGRAM: A CASE STUDY,” Ph.D. - Doctoral Program, Middle East Technical University, 2022.