Technology Integration Beliefs and Practices of Turkish Novice EFL Teachers after Online Practicum

Autor/in	Cukur, Hatice Saliha
Titel	Technology Integration Beliefs and Practices of Turkish Novice EFL Teachers after Online Practicum
Quelle	In: Turkish Online Journal of Distance Education, 24 (2023) 3, Artikel 17 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Cukur, Hatice Saliha)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Educational Technology; Technology Integration; Beginning Teachers; Language Teachers; English (Second Language); Second Language Instruction; Online Courses; Practicums; Foreign Countries; Student Attitudes; Barriers; COVID-19; Pandemics; Distance Education; Preservice Teachers; Preservice Teacher Education; Turkey + Suchen Sie Ihr Suchwort? Unterrichtsmedien; Junior teacher; Junglehrer; Language teacher; Sprachunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Fremdsprachenunterricht; Online course; Online-Kurs; Practicum; Praktikum; Praktika; Ausland; Schülerverhalten; Distance study; Distance learning; Fernunterricht; Lehramtsstudiengang; Lehrerausbildung; Türkei
Abstract	Although technology is a vital part of 21st-century education, teachers in English as a foreign language (EFL) contexts face challenges when using digital tools in their teaching. Studies have been conducted with in-service teachers to understand their beliefs and practices with digital learning of English. However, there is a gap in the literature about investigating the technology integration beliefs and practices of newly graduated EFL teachers who experienced online teaching practice during their pre-service education. Thus, this study aimed to investigate how novice teachers' online practicum affects their teaching with technology in face-to-face classrooms. To this end, this study adopted a qualitative case study research design and collected data through six open-ended questions from 20 Turkish novice EFL teachers who received their teaching practice and school experience courses online and conducted semi-structured interviews with 5 participants. The thematic analysis of the data showed that the participants were aware of the importance of technology use, and their online teaching practice experience helped them get familiar with teaching English with digital tools before graduating. However, the lack of resources and support in their current face-to-face teaching contexts prevented them from using technology. The findings revealed that teacher education programs should offer updated content and opportunities for creating digital material to prepare EFL teachers for the future. (As Provided).
Anmerkungen	Anadolu University. Office of the Rector, Eskisehir, 26470, Turkey. Tel: +90-222-335-34-53; Fax: +90-222-335-34-86; e-mail: rektor@anadolu.edu.tr; e-mail: TOJDE@anadolu.edu.tr; Web site: http://tojde.anadolu.edu.tr/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01