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 (p0.050) 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; p0,001). 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 (p0.001) 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 (p0.050) indicated that the peers were harsh criticizers on each other and gave lower grades compared to the mentors and 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.
KAZAZ et al. (Thu,) studied this question.