WHAT WAS EXPECTED, WHAT WAS FOUND? ON THE TIP OF THE ICEBERG: ONLINE TEACHING PRACTICUM

Oct 15, 2026

Uploaded by Ophelia

This study examines pre-service English teachers’ expectations of online teaching practicum and their reactions after completion in Turkiye, using the Kirkpatrick Training Evaluation theoretical framework. An experimental design tested problems in practicum implementation and proposed implications for future cohorts. Data from 356 participants across six state universities supported scale development via EFA/CFA, reliability checks (Cronbach alpha 0.96/0.98), and validation administration to 41 teacher candidates. Results indicate expectations were not met, and peer/self evaluation patterns affected perceived success.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages28

Reading Time1 h 11 min

AccessFree to download

Abstract

Introduction

Teaching Practicum in Turkiye

Online Teaching Practicum

Turkish Online Journal of Distance Education-TOJDE January 2026 ISSN 1302-6488 Volume: 27 Number: 1 Article: 12 WHAT WAS EXPECTED, WHAT WAS FOUND? ON THE TIP OF THE ICEBERG: ONLINE TEACHING PRACTICUM Dr. Ilknur KAZAZ ORCID: 0000-0002-4051-3412 School of Foreign Languages Karadeniz Technical University Trabzon, TURKIYE Dr. NurayALAGOZLU ORCID: 0000-0001-9868-4399 Faculty of Education Hacettepe University Ankara, TURKIYE Received: 18/12/2024 Accepted: 14/05/2025 ABSTRACT This study investigated the expectations of pre-service English teachers from online teaching practicum and their reactions upon completion under Kirkpatrick Training Evaluation Theoretical Framework to find out whether it was successfully administered in Turkiye setting. The experimental study design aimed to identify problems underlying online teaching practicum and suggest solutions for future generations. 356 participants were incorporated into the study. A pilot study was conducted initially. Pre-practicum expectation and post-practicum reaction scales were formed after the items were revised by three field experts. Scales were developed via conducting Exploratory Factor Analysis and Confirmatory Factor Analysis. The data were gathered from six different state universities at six different regions across Turkiye with 4th grade English Language Teaching students who were taking the School Experience courses. KMO value and Bartlett Sphericity Test were performed. The expectation scale had 0.96 and reaction scale had 0.98 Cronbach alpha reliability. The validated scales were administered to 41 teacher candidates to see if their expectations were met. Every week the candidates were asked to do peer and self-evaluation as well. According to Pearson correlation (p>0.050) expectations of the pre-service teachers were not met. Friedman Regression analysis over self and peer evaluation showed success increased from the first to the fourth practice in time. Spearman’s Rho correlation found significant positive high correlation between the general self-assessment score and the peer-assessment general score. (r=0,735; p<0,001) . Preliminary analyses were conducted not to violate the assumptions of normality, linearity, multicollinearity and homoscedasticity. A second Spearman’s Rho analysis over the self, peer, final evaluation grades searched for predictors of success. One Sample T-test for the self-evaluation and One Sample Runs test for peer evaluation measured whether candidates were given fair grades in final evaluation. 88.26. mean value obtained with T-test was significantly lower than the final score of 95 (p<0.001) indicating the mentor teachers and academicians graded candidates more than they did for themselves. 90.4. median value obtained with Runs test for the general peer evaluation score (p>0.050) indicated that the peers were harsh criticizers on each other and gave lower grades compared to the mentorsand academicians. All in all, it was demonstrated that online practicum was incapable of preparing the preservice teachers for their future professions owing to unforeseen problems during the process. Keywords: Online teaching practicum, pre-service teacher training, scale development, program evaluation. INTRODUCTION Teaching Practicum in Turkiye Teaching practicum in Turkish Teacher education system lasts two semesters. In the first semester, pre-service teachers just attend classes in the practicum schools they are appointed to and subsequently do observation and submit reflective reports about the lessons to their university supervisors. In the second semester, they write lesson plans, prepare materials etc., and implement lessons under the supervision of the university supervisor and by the guidance of mentor teachers. The rules for Teaching Practicum program are determined by Faculty-School Cooperation Guidebook (1998) published by MoNE. While pre-service teachers teach certain subjects under the supervision of a mentor teac

FAQs

What is the main purpose of the study?

The study investigates whether online teaching practicum in Turkiye was successfully administered by comparing pre-service English teachers’ expectations before practicum and their reactions after completion.

How were the expectation and reaction scales developed?

After item revision by three field experts, the scales were developed using Exploratory Factor Analysis and Confirmatory Factor Analysis, with reliability assessed through Cronbach alpha values.

What were the key findings about expectations and evaluation?

Expectations were not met according to Pearson correlation results, while self and peer evaluation showed success increasing over time; mentor teachers and academicians graded candidates higher than candidates graded themselves.

Oct 15, 2026

Uploaded by Ophelia