One Step Closer to Becoming a Teacher in the Shadow of the Pandemic: A Narrative Research
Volume 8- Issue 1 (January 2023)
Berrin Genç-Ersoy
Pages: 81-101 Download Count : 874 View Count: 974 DOI Number 10.24331/ijere.1166628 Facebook Twitter Share on Google+
Abstract:
This study examines how preservice teachers experience distance/remote school practical experience through the stories they tell. It was conducted using narrative research, a standard qualitative research method, and used purposive sampling to determine the participants. The first stage of this analysis used thematic analysis; then, a holistic story was created using the Analysis of Barkhuizen and the Analysis of Clandinin and Connelly, resulting in a story titled ‘Being a preservice teacher in the shadow of the pandemic’ being produced. These findings reveal four consistent dimensions in the participants' narratives, namely, being a preservice teacher in the time of distance teacher training, experiencing teaching practice remotely; professional development, the challenges faced and overcoming them; the consequences of distant teaching practice; preparing for the teaching profession. In a conclusion, it is recommended that studies be conducted to improve the teaching competencies of preservice teachers who completed their teaching practice entirely through distance learning by giving them the opportunity to gain practical experience in real learning environments before starting their careers.
Keywords
- Preservice teachers
- teaching practice
- COVID-19 pandemic
- distance education
- narrative research