Boosting Preservice Teachers' Competence and Online Teaching Readiness through E-Practicum during the COVID-19 Outbreak

Abstract

The Coronavirus (COVID-19) outbreak has caused disruptions in education in Turkey, as it has in many parts of the world. Faculties of Education that require practice teaching (practicum) are affected as well; due to the shutdown, pre-service English language teachers (PTs) are deprived of the field experience and actual classroom teaching practices in authentic school settings. Practicum constitutes an important part of teacher education and during practicum, "cooperating" teachers (i.e. teachers at practicum schools) and university instructors as teaching practice supervisors play crucial roles in equipping PTs with necessary theoretical and practical skills. The present study took place in the English Language Education program of a competitive state university in Turkey. At the university, all theory-oriented courses moved to synchronous platforms without much difficulty with almost full attendance of the students. As for the practicum, Turkish Higher Education Council let the universities decide for themselves. As researchers working at two different universities, Bahçeşehir University and Marmara University, Istanbul, Turkey, we designed an alternative practice to meet the needs of PTs and maintain the quality of the practicum: "e-practicum" under the supervision of the university supervisor who acted as the "e-mentor". The aim was to increase PTs' teaching competence and prepare them for online teaching. A virtual classroom consisting of twenty-five PTs was formed and six PTs performed microteaching to their peers who acted as students by using Zoom. After the e-practicum sessions, peers gave detailed feedback to the teacher PTs. The university supervisor provided e-mentoring right after each session. Then, each teacher PT reflected on e-practicum experience and e-mentoring. The findings revealed that PTs found the e-practicum useful because it helped them overcome online teaching fears.

Trainee Teachers’ Perceptions of Online Teaching During Field Experience with Young Children

“…Trainee teachers reflected on their virtual field experiences, saw how successful it was, and began to recommend it. Similarly, trainee teachers in Turkey had positive perceptions about their successful online field experiences, as they managed to overcome technical problems and teach effectively (Ersin et al, 2020). It might be argued that the COVID-19 pandemic was a blessing in disguise in this regard.…”

“…Fedynich (2013) states that attractive characteristics of the online classroom include the ease of participation, flexibility, and convenience. Ersin et al, (2020) and Fiock (2020) contend that online learning is ideal, as it boosts teachers' competences and readiness to implement inclusive digital pedagogical approaches. Albrahim (2020) identifies a set of skills needed to teach online courses.…”

Exploring online mentoring with preservice teachers in a pandemic and the need to deliver quality education

“…In a recent study, Ersin et al (2020) designed an alternative practice to meet the needs of the PTs who were deprived of practicum. Their study aimed to maintain the quality of the practicum: "e-practicum" under the supervision of the university supervisor who acted as the "e-mentor".…”

“…The confidence and skills of PTs can be developed, and their professional identity can be enhanced by asking PTs to self-reflect (An and Lipscomb, 2010;Spanorriga et al, 2018). E-mentoring is an emerging research field with a limited number of published studies (Ersin et al, 2020;Mullen, 2020;Rowland, 2012;Smith and Isreal, 2010;Wallis et al, 2015). Research on the support process during e-mentoring and the nature of interactions is scarce (Adams and Hemingway, 2014;Klecka et al, 2005;Mullen, 2020).…”

The Effect of E-Practicum on Developing EFL Student Teachers’ Instructional Performance and E-Teaching Self-Efficacy

“…This concept would be of great help to pre-service teachers in familiarizing them with virtual instruction on a digital platform and gaining experience with such instruction. In e-practicum, the supervision of the university supervisor acts as the "e-mentor" on behalf of the cooperating teacher (Ersin & Atay (2020).…”