Abstract
This qualitative study explored student teachers’ perceptions and feelings about teaching English in an emergency remote teaching platform, Educational Information Network TV. To this end, sixty-eight student teachers participated in this study. The participants were first invited to watch English language courses specifically designed for primary and secondary-level education provided through this medium of instruction. They were later asked to write two-page reflective journals on the strengths and weaknesses of these courses drawing upon their own feelings and opinions. Their written reflections were content analyzed, and the findings revealed two main themes: student teachers’ concerns and self-efficacy beliefs. More specifically, the student teachers were concerned about macro-level factors, pedagogical issues, teachers’ competencies, and context-dependent factors. Additionally, the findings shed light on the contributing factors to their self-efficacy beliefs. They attributed their future success to student-oriented factors, teacher-oriented factors, and parental involvement. The overall findings showed that their concerns outweighed their perceived self-efficacy beliefs. We hope that these findings will inform second language teacher education programs for the future since it could be of pivotal importance to prepare student teachers for distance or online learning platforms by helping them deal with their concerns and enriching their self-efficacy beliefs in their own teaching contexts.
Highlights
In Turkey, as in many other countries, the Covid-19 pandemic has called for a sudden paradigm shift from face-to-face education to emergency remote teaching
Farmer and West (2019) have explored teachers’ concerns in online learning environments. They have indicated that both teacher education programs and online teaching organizations should address teachers’ concerns such as lack of autonomy over the course content and relieve their concerns. Building on this previous literature, the present study aims to depict student teachers’ concerns in a second language teacher education program by drawing upon their feelings about an emergency teaching platform instead of traditional classrooms in addition to their self-efficacy beliefs
The findings of this study showed that the student teachers held a bunch of task-related concerns including macro-level factors and pedagogical issues, which need to be resolved for an effective teaching and learning process
Summary
In Turkey, as in many other countries, the Covid-19 pandemic has called for a sudden paradigm shift from face-to-face education to emergency remote teaching. Emergency remote teaching offers “temporary access to instruction and instructional supports in a manner that is quick to set up and is reliably available during an emergency or crisis” As an emergency remote teaching platform, Educational Information Network TV (EBA TV, ) started broadcasting on March 23, 2020 in Turkey. EBA TV is run by the Turkish Ministry of National Education (MoNE) in collaboration with the Turkish Radio and Television Corporation [Türkiye Radyo Televizyon Kurumu, TRT] and provides courses designed for primary, secondary, and high school education.
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