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dc.contributor.authorPekkan, Tunç Zelha
dc.contributor.authorÖlmez, İbrahim Burak
dc.contributor.authorTaylan, Rukiye Didem
dc.date.accessioned2022-11-07T20:09:32Z
dc.date.available2022-11-07T20:09:32Z
dc.date.issued2022en_US
dc.identifier.citationTunç-Pekkan, Z., Ölmez, İ.B. & Taylan, R.D. (04 November 2022). An Online Laboratory School research on pre-service mathematics teachers’ experiences and mathematics teaching anxiety. Educ Inf Technol. pp. 1-23. https://doi.org/10.1007/s10639-022-11404-xen_US
dc.identifier.issn1573-7608
dc.identifier.issn1360-2357
dc.identifier.urihttps://doi.org/10.1007/s10639-022-11404-x
dc.identifier.urihttps://hdl.handle.net/20.500.11779/1881
dc.description.abstractDuring the COVID-19 pandemic, we founded an Online Laboratory School (OLS) under the roof of a university in Turkey to support students from public schools that were not technologically prepared for an online education and to provide an opportunity for our pre-service teachers (PSTs) to continue their internship by teaching online. The purpose of this research, consisting of two studies, was to examine experiences of 43 PSTs (first-, third- and fourth-years) during the OLS period of 8 weeks and how the OLS affected their mathematics teaching anxiety during Fall 2020. In the first study, we administered a survey to inquire into PSTs’ views on their experiences at the OLS, and in the second study we examined their mathematics teaching anxiety before and after the OLS experience using another survey. One main result was that the OLS experience served as an effective introduction to the profession for first-year PSTs and fourth- and third-year PSTs reported learning in-depth about online teaching in terms of the planning, teaching, and reflecting cycle. Another main result was that PSTs had mathematics teaching anxiety from “a little” to “a moderate amount” before the OLS and their teaching anxiety did not significantly change during the OLS period of 8 weeks. PSTs experienced highest mathematics teaching anxiety when they were observed and evaluated by supervisors during their teaching. The implications of these findings are discussed for teacher education programs.en_US
dc.language.isoengen_US
dc.publisherSpringeren_US
dc.rightsinfo:eu-repo/semantics/openAccessen_US
dc.subjectCovid-19 pandemicen_US
dc.subjectDistance education and online learningen_US
dc.subjectHigher educationen_US
dc.subjectMathematics teaching anxietyen_US
dc.subjectOnline Laboratory School (OLS)en_US
dc.subjectPre-service teachers (PSTs)en_US
dc.titleAn Online Laboratory School research on pre-service mathematics teachers’ experiences and mathematics teaching anxietyen_US
dc.typearticleen_US
dc.relation.journalEducation and Information Technologiesen_US
dc.departmentEğitim Fakültesi, İlköğretim Matematik Öğretmenliği Bölümüen_US
dc.authoridZelha Pekkan Tunç / 0000-0001-7194-6088en_US
dc.authoridİbrahim Burak Ölmez / 0000-0002-4541-4413en_US
dc.authoridDidem Taylan / 0000-0002-3851-5662en_US
dc.identifier.startpage1-23en_US
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanıen_US
dc.description.wosidWOS:000878972100011en_US
dc.description.scopusid2-s2.0-85141368991en_US
dc.contributor.institutionauthorPekkan, Tunç Zelha
dc.contributor.institutionauthorÖlmez, İbrahim Burak
dc.contributor.institutionauthorTaylan, Rukiye Didem
dc.description.pubmedid36373042en_US
dc.description.PublishedMonthKasımen_US
dc.identifier.scopusqualityQ1en_US


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