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Asian Institute of Research, Journal Publication, Journal Academics, Education Journal, Asian Institute

Education Quarterly Reviews

ISSN 2621-5799

asia institute of research, journal of education, education journal, education quarterly reviews, education publication, education call for papers
asia institute of research, journal of education, education journal, education quarterly reviews, education publication, education call for papers
asia institute of research, journal of education, education journal, education quarterly reviews, education publication, education call for papers
asia institute of research, journal of education, education journal, education quarterly reviews, education publication, education call for papers
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Published: 20 December 2021

Online ELT Practicum: Views of Student Teachers, Cooperating Teachers and Faculty Supervisors

M. Pınar Babanoğlu

Mersin University, Turkey

asia institute of research, journal of education, education journal, education quarterly reviews, education publication, education call for papers
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doi

10.31014/aior.1993.04.04.407

Pages: 455-471

Keywords: ELT Teaching Practicum, Online Teaching Practicum, Online EFL Teaching, Teacher Training

Abstract

Teaching practicum is a vital and challenging phase of English Language Teaching (ELT) teacher education in which student teachers experience their first teaching practices In line with the global pandemic status quo, official regulations that leaded educational activities at state primary schools and universities to be carried out online, have also changed the modes and means in the practices and experiences of in-service and pre-service ELT teachers. Therefore, in respect of three participant groups of the practicum process as student teachers, cooperating teachers and university supervisors, it is essential to examine the impact of this new coercive teaching practice system on them. This study attempts to gain insight into the teaching practicum period that ELT student teachers, cooperative teachers and university supervisors cooperatively carried out fully online through English lessons administered by state primary schools. The results elicited by the participants’ views on online practicum revealed that pupilrelated issues like their low attendance and participation in online English lessons and technological problems such as internet access or computer-related malfunctions were compelling factors for student teachers and cooperative teachers. Regarding practicum performances, cooperative teachers confirmed student teachers’ technological skills and the use of a variety of web 2 tools in their practices was found as an opportunity for student teachers to develop their teaching skills.

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