The Impact of Virtual Field Experience during COVID 19 on Preservice English Language Teachers’ Classroom Management Perceptions and Concerns
This study is intended to reveal the virtual field experience of preservice English language teachers and investigate the impacts of Covid-19 enforced virtual field experience on the classroom management concerns and priorities of the participants. Within this scope, the present qualitative study included eight senior-year preservice English language teachers enrolled at a public university in Turkey and portrayed their three-month online practicum experiences by collecting data from reflective diaries, semi-structured interviews, and classroom observation records. The findings obtained by analyzing the data within the framework of grounded theory with the aid of qualitative data analysis software revealed that the virtual field experience process caused a serious impact on the classroom management concerns of the participants that were observed to be communication-oriented, lesson planning and instruction oriented, discipline-oriented and learner and teacher-oriented aspects. The findings further revealed that virtual field experience increased the participants' concerns about professional development which implied that it could be used as an alternative if it is revised and redesigned
Adipat, S. (2021). Developing Technological Pedagogical Content Knowledge (TPACK) through Technology-Enhanced Content and Language-Integrated Learning (T-CLIL) Instruction. Education and Information Technologies, 26(5), 6461-6477.
Alawamleh, M., Al-Twait, L. M., & Al-Saht, G. R. (2022). The effect of online learning on communication between instructors and students during Covid-19 pandemic. Asian Education and Development Studies, 11(2), 380-400.
Allen, J. M., & Wright., S. E. (2014). Integrating theory and practice in the pre-service teacher education practicum. Teachers and teaching, 20(2), 136-151.
Arvanitis, E. (2018). Preservice teacher education: Towards a transformative and reflexive learning. Global Studies of Childhood, 8(2), 114-130.
Aytaç, T. (2021). The Problems Faced by Teachers in Turkey during the COVID-19 Pandemic and Their Opinions. International Journal of Progressive Education, 17(1), 404-420.
Bambaeeroo, F., & Shokrpour, N. (2017). The Impact of the Teachers’ Non-Verbal Communication on Success in Teaching. Journal of advances in medical education & professionalism, 5(2), 51-59.
Brinia, V., & Psoni, P. (2021). Online teaching practicum during COVID-19: the case of a teacher education program in Greece. Journal of Applied Research in Higher Education, 14(2), 610-624.
Creswell, J. W. (2007). Qualitative Inquiry Research Design. Choosing Among Five Approaches. London: Sage Publications.
Duta, N., Panisoara, G., & Panisoara, I.-O. (2015). The Effective Communication in Teaching. Diagnostic Study Regarding the Academic Learning Motivation to Students. Procedia - Social and Behavioral Sciences, (pp. 1007-1012). Prague.
Ersin, P., Atay, D., & Mede, E. (2020). Boosting Preservice Teachers’ Competence and Online Teaching Readiness through E-Practicum during the COVID-19 Outbreak. International Journal of TESOL Studies, 2(2), 112-124.
Finger, G., Jamieson-Proctor, R., & Albion, P. (2010). Beyond pedagogical content knowledge: The importance of TPACK for informing preservice teacher education in Australia. IFIP international conference on key competencies in the knowledge society (pp. 114-125). Berlin: Springer.
Flower, A., Mckenna, J. W., & Haring, C. D. (2017). Behavior and classroom management: Are teacher preparation programs really preparing our teachers? Preventing School Failure: Alternative Education for Children and Youth, 61(2), 163-169.
Glaser, B. G., & Strauss, A. L. (1967). The Discovery of Grounded Theory: Strategies for Qualitative Research. Chicago: Aldine Publishing Company.
Hardesty, J., Egelson, P., & Klein, D. (2022). Continuity and Adaption: Student Teaching during the COVID-19 Pandemic in Year 2. The Clearing House: A Journal of Educational Strategies,Issues and Ideas, 95(4), 186-192.
Hayri Sarı, M., & Keser, H. (2021). Classroom teachers' online teaching experiences during the COVID-19 pandemic: The perspective of technological pedagogical content knowledge. Journal of Pedegogical Research, 5(4), 251-269.
Irwin, L., & Amobi, F. (2006). Discipline Concerns among Preservice Teachers. Essays in Education, 18(5), 1-9.
Izadinia, M. (2015). A closer look at the role of mentor teachers in shaping preservice teachers' professional identity. Teaching and Teacher Education, 52, 1-10.
Izadinia, M. (2018). Mentor Teachers. Contributions to the Development of Preservice Teachers’ Identity. In P. A. Schultz, J. Hong, & D. C. Francis, Research on teacher identity (pp. 109-119). Springer.
Jong, R. d., Mainhard, T., Tartwijk, J. v., Veldman, I., Verloop, N., & Wubbels, T. (2014). How pre-service teachers’ personality traits, self-efficacy, and discipline strategies contribute to the teacher–student relationship. British Journal of Educational Psychology, 84(2), 294–310.
Koc, I. (2012). Preservice science teachers reflect on their practicum experiences. Educational Studies, 38(1), 31-38.
Koehler, M., & Mishra, P. (2009). What is technological pedagogical content knowledge (TPACK)? Contemporary issues in technology and teacher education, 9(1), 60-70.
Landis, J. R., & Koch, G. G. (1977). The measurement of observer agreement for categorical data. Biometrics, 159-174.
Latz, M. (1992). Preservice Teachers' Perceptions and Concerns About Classroom Management and Discipline: A Qualitative Investigation. Journal of Science Teacher Educ, 3(1), 1-4.
Moore, R. (2003). Reexamining the field experiences of preservice teachers. Journal of teacher education, 54(1), 31-42.
Nasria, N. M., Husnin, H., Mahmud, S. N., & Halim, L. (2020). Mitigating the COVID-19 pandemic: a snapshot from Malaysia into the coping strategies for pre-service teachers’ education. Journal of Education for Teaching, 46(4), 546–553.
Nematovna, F. S. (2022). The Importance of Body Language as a Means of Non-Verbal Communication in Teaching Process. International Conference: Problems and Scientific Solutions, (pp. 41-47). Melbourne.
O’Neill, S., & Stephenson, J. (2012). Does classroom management coursework influence pre-service teachers’ perceived preparedness or confidence? Teaching and Teacher Education, 28(8), 1131-1143.
Osmanoglu, A. (2016). Prospective teachers’ teaching experience: teacher learning through the use of video. Educational Research, 58(1), 39-55.
Poznanski, B., Hart, K. C., & Cramer, E. (2018). Are teachers ready? Preservice teacher knowledge of classroom management and ADHD. School Mental Health, 10(3), 301-313.
Roberts, J. (1998). Language Teacher Education. London: Arnold Publishing.
Sempowicz, T., & Hudson, P. (2011). Analysing mentoring dialogues for developing a preservice teacher's classroom management practices. Australian Journal of Teacher Education, 36(8), 1-16.
Sheridan, L. D. (2013). Changes in Pre-service Teachers Perceptions’ of Tea cher Qualities: Development from Egocentric to Student Centric. Faculty of Social Sciences - Papers, 55-75.
Siebert, C. J. (2005). Promoting Preservice Teachers'Success in Classroom Management by Leveraging A Local Union's Resources: A Professional Development School Initiatıve. Education, 125(3).
Stenberg, K., Rajala, A., & Hilppo, J. (2016). Fostering theory–practice reflection in teaching practicums. Asia-Pacific Journal of Teacher Education, 44(5), 470-485.
Sunzuma, G., Zezekwa, N., Mutambara, T. L., Chagwiza, C., & Gwizangwe, s. (2022). Pre-service teachers’ WhatsApp preferences in a mathematics methodology course during the COVID-19 pandemic. Open Education Studies, 4(1), 225–240.
Tai, Y. (2014). The Application of Body Language in English Teaching. Journal of Language Teaching and Research, 5(5), 1205-1209.
White, S., & Forgasz, R. (2016). The Practicum: The Place of Experience. In J. Loughran, & M. L. Hamilton (Eds.), International Handbook of Teacher Education (pp. 231-266). Singapore: Springer.
Zeichner, K. (1990). Changing directions in the practicum: Looking ahead to the 1990s. Journal of Education for teaching, 16(2), 105-132.
Zeichner, K. (1996). Designing educative practicum experiences for prospective teachers. In K. Zeichner, Currents of reform in preservice teacher education (pp. 215-234). NY: Teachers College Press.
Zhan, C. (2016). The Importance of Culture Factor in Foreign Language Teaching. Theory and Practice in Language Studies, 6(3), 581-585.
Zilka, G. C. (2021). Distance learning during the COVID-19 crisis as perceived by preservice teachers. Issues in Informing Science and Information Technology, 18, 141-159.
- View 145 times Download 145 times pdf
Copyright (c) 2023 Journal of English Teaching
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
Copyrights for articles published in JET are retained by the authors, with first publication rights granted to the journal. The journal/publisher is not responsible for subsequent uses of the work. It is the author's responsibility to bring an infringement action if so desired by the author.