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| Autor/in | Kavrayici, Ceyhun |
|---|---|
| Titel | Possible Selves of Pre-Service Elementary School Teachers in the Time of COVID-19 Pandemic: A Sequential Explanatory Mixed-Method Study |
| Quelle | In: International Journal of the Whole Child, 7 (2022) 2, S.10-27 (18 Seiten)
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| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| Schlagwörter | Preservice Teachers; Foreign Countries; Elementary Education; Self Concept; Individual Development; Expectation; Fear; COVID-19; Pandemics; Practicums; Student Teaching; Electronic Learning; Distance Education; Turkey |
| Abstract | "Possible selves" theory describes how a person thinks about his or her own future potential. Based on past and present self-images, understanding one's "possible self" can be an incentive for one's future behavior. Social structures, cultures, identities and genders may affect the development of "possible selves." One can envision a "possible self" that he or she would like to become or is afraid of becoming. During the COVID-19 pandemic, teachers and students quickly adapted themselves to a distance teaching and learning process. This transition to an on-line venue may influence pre-service teachers' attitudes towards teacher education and possibly modify their expectations regarding the profession. Within this context, the aim of this study was to examine the "possible selves" of pre-service teachers in order to consider implications for their future orientations. Sequential explanatory mixed-method design with a stratified purposeful sampling technique was used in the study. One hundred eighty-six junior and senior pre-service elementary school teachers constituted the quantitative strand sample of the study and thirteen of the participants were purposefully selected for the qualitative strand. Findings reveal pre-service teachers indicate a high level of "expected possible selves" while demonstrating a low level of "feared possible selves" in the "uncaring teacher" and "uninspired instruction" dimensions. However, pre-service participants expressed fears about the "loss of control" dimension of "feared possible selves." One of the main reasons for this fear was their on-line teaching practicum course, which provided limited experience of classroom and learning management in the time of the COVID-19 pandemic. (As Provided). |
| Anmerkungen | Tennessee Association for Childhood Education International. Web site: https://libjournals.mtsu.edu/index.php/ijwc |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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