A Case Study of Preservice Teachers’ Classroom Management Dilemma in a Climate of Uncertainty during the COVID-19 Pandemic

Murat Polat

Abstract


The COVID-19 Pandemic process has brought with it a climate of uncertainty. This uncertain environment also contains a lot of uncertainty about classroom management for preservice teachers. The main purpose of this study was to reveal the metaphorical perceptions and views of preservice teachers about the source of the uncertainties they encounter in online courses conducted via Google Classroom. In this case study, the metaphors and opinions produced by the preservice teachers were evaluated. The results of content analysis revealed that the metaphorical perceptions of preservice teachers are grouped under two different themes. These themes are; “Students’ Individual Uncertainties” and “Environmental Uncertainties in Learning”. They use the metaphors of “dead end” and “confusion” to describe the environmental uncertainties they encounter in the classroom. It can be concluded that the metaphorical perceptions and views of the preservice teachers about the uncertainties they encounter in the online arrangements in Google Classroom overlap with each other.

Keywords


Google Classroom, uncertainty, classroom management, preservice teachers, case study, COVID-19

Full Text:

PDF

References


Abdulkareem, T. A., & Eidan, S. M. (2020). Online learning for higher education continuity (during COVID-19 Pandemic). Int. J. Youth Eco, 4(2), 125-134. doi:10.18576/ijye/040206

Akgün, Z., Hacıhasanoğlu, P., & Saydam, S. (2021). Google Classroom uygulamasının benimsenme düzeyinin belirlenmesi: COVID-19 Sürecinde Yozgat Bozok Üniversitesi (YOBÜ) Örneği [Determining the Adoption Level of Google Classroom Application: Sample of Yozgat Bozok University (YOBU) During COVID-19]. Üniversite Araştırmaları Dergisi, 4(3), 279-291.

Arabacı, İ. B., & Polat, M. (2013). Dijital yerliler, dijital göçmenler ve sınıf yönetimi [Digital natives, digital immigrants and classroom management]. Elektronik Sosyal Bilimler Dergisi, 12(47), 11-20. Retrieved from https://dergipark.org.tr/en/pub/esosder/ issue/6161/82824

Atkins, A. (2000). The effects of uncertainty avoidance on interaction in the classroom. Retrieved 01.04.2021, from https://www.Birmingham.ac.uk/Documents /collegertslaw/cels/essays/languageteaching/Atkins1.pdf

Basher, S. A. O. (2017). The impact of Google Classroom application on the teaching efficiency of pre-teachers. University of Shagra-Department of Educational Sciences, 1(1), 45-55.

Basinger, K., Crawford, T., Critchley, L., & Romano, J. (2020). Using uncertainty reduction theory to help students deal with stress and anxiety and ımprove their overall classroom performance. Disabled World, Retrieved 2021-04-01, from https://www.disabled-world.com/disability/education/uncertainty-reduction-theory.ph p

Beghetto, R. A. (2017). Inviting uncertainty into the classroom. Educational Leadership, 75(2), 20-25.

Boothe, D. (2020). Redefining education during a global pandemic. Iternational Conference The Future of Education. Retrieved 2021-04-01, from: https://conference.pixel-online.net/FOE/files/foe/ ed0010/FP/0475-ICT4698-FP-FOE10.pdf

Boyatzis, R. E. (1998). Transforming qualitative information: Thematic analysis and code development. Sage.

Brookfield, S. D. (2009). Self-directed learning. In International handbook of education for the changing world of work (pp. 2615-2627), Springer.

Conati, C., Gertner, A., & Vanlehn, K. (2002). Using Bayesian networks to manage uncertainty in student modeling. User modeling and user-adapted interaction, 12(4), 371-417.

Costache, O., Becker, E., Staub, F., & Mainhard, T. (2019). Using uncertainty as a learning opportunity during pre-lesson conferences in the teaching practicum. Teaching and Teacher Education, 86, 102890.

Çelik, H., Baykal, N., & Memur, H. (2020). Nitel veri analizi ve temel ilkeleri [Qualitative data analysis and fundamental principles]. Eğitimde Nitel Araştırmalar Dergisi, 8(1), 379-406. doi: 10.14689/issn.2148-2624.1.8c.1s.16m

Danielson, M. A. (1995). The role of the course syllabi in classroom socialization. Paper presented at the meeting of the Central States Communication Association, Indianapolis, IN.

Degoumois, V., Petitjean, C., & Doehler, S. P. (2017). Expressing personal opinions in classroom interactions: the role of humor and displays of uncertainty. In Interactional Competences in Institutional Settings (pp. 29-57). Palgrave Macmillan, Cham.

Durak, G., Çankaya, S., & İzmirli, S. (2020). COVID-19 pandemi döneminde Türkiye’deki üniversitelerin uzaktan eğitim sistemlerinin incelenmesi [Examining the Turkish Universities’ Distance Education Systems During the COVID-19 Pandemic]. Necatibey Eğitim Fakültesi elektronik fen ve matematik eğitimi dergisi, 14(1), 787-809.

Emerson, T., & Hazlett, D. (2011). Classroom experiments. In International handbook on teaching and learning economics. Edward Elgar Publishing.

Ferdig, R. E., Baumgartner, E., Hartshorne, R., Kaplan-Rakowski, R., & Mouza, C. (Eds.). (2020). Teaching, technology, and teacher education during the COVID-19 Pandemic: Stories from the field. Association for the Advancement of Computing in Education.

Fidan, M. (2020). Covı̇d-19 belı̇rsı̇zlı̇ğı̇nde eğı̇tı̇m: İlkokulda zorunlu uzaktan eğı̇tı̇me ı̇lı̇şkı̇n öğretmen görüşlerı̇ [Educatıon in the uncertainty of COVID 19: Teachers' vıews on emergency remote teachıng ın prımary school]. Uşak Üniversitesi Eğitim Araştırmaları Dergisi, 6(2), 24-43.

Floden, R. E., & Clark, C. M. (1987). Preparing teachers for uncertainty. Teachers College Record, 89, 505-524.

Floden, R. E., & Buchmann, M. (1993). Between routines and anarchy: Preparing teachers for uncertainty. Oxford Review of Education, 19(3), 373-382.

Guba, E. G., & Lincoln, Y. S. (1982). Epistemological and methodological bases of naturalistic inquiry. Educational Communication and Technology Journal, 30(4), 233-252.

Güneş, A., & Fırat, M. (2016). Açık ve uzaktan öğrenmede metafor analizi araştırmaları [Metaphor analysis research in open and distance learning]. Açıköğretim Uygulamaları ve Araştırmaları Dergisi, 2(3), 115-129.

Heggart, K. R., & Yoo, J. (2018). Getting the most from Google Classroom: A pedagogical framework for tertiary educators. Australian Journal of Teacher Education, 43(3), 9.

Helsing, D. (2007). Regarding uncertainty in teachers and teaching. Teaching and Teacher Education, 23(8), 1317-1333.

Hidayat, M. L., Prasetiyo, W. H., & Wantoro, J. (2019). Pre-service student teachers’perception of using Google Classroom ın a blended course. Humanities & Social Sciences Reviews, 7(2), 363-368.

Hiroto, D. S., & Seligman, M. E. (1975). Generality of learned helplessness in man. Journal of personality and social psychology, 31(2), 311.

Ismail, I., Mustakim, M., & Samad, I. S. (2021). Integrating Google Classroom in teaching: Changing the learning culture in higher education during a pandemic. Majesty Journal, 3(1), 22-36.

Johnson, C. M. (2001). A survey of current research on online communities of practice. The Internet and Higher Education, 4(1), 45-60.

Karo, D., & Petsangsri, S. (2021). The effect of online mentoring system through professional learning community with information and communication technology via cloud computing for pre-service teachers in Thailand. Education and Information Technologies, 26(1), 1133-1142.

King, G. A., & Campbell, C. A. (2020). Google Classroom を使った content-based 総合英語授業の提案. 中部大学教育研究= Journal of Chubu University Education, 20, 37-43.

Knobloch, L.K. (2015). Uncertainty Reduction Theory. In The International Encyclopedia of Interpersonal Communication (eds C.R. Berger, M.E. Roloff, S.R. Wilson, J.P. Dillard, J. Caughlin and D. Solomon). https://doi.org/10.1002/9781118540190.wbeic144

Kooli, C. (2020). The philosophy of education in the Sultanate of Oman: between conservatism and modernism. International Journal of Knowledge and Learning, 13(3), 233-245.

Kooli, C. (2021) COVID-19: Challenges and opportunities. Avicenna, 1(5). http://dx.doi.org/10.5339/avi.2021.5

Kooli, C., Zidi, C., & Jamrah, A. (2019). The philosophy of education in the sultanate of Oman: Between perennialism and progressivism. American Journal of Education and Learning, 4(1), 36-49.

Krutka, D. G., Smits, R. M., & Willhelm, T. A. (2021). Don’t be evil: Should we use Google in schools? TechTrends, 1-11.

Lamnina, M., & Chase, C. C. (2019). Developing a thirst for knowledge: How uncertainty in the classroom influences curiosity, affect, learning, and transfer. Contemporary Educational Psychology, 59, 101785.

Le, P. T., & Pham, H. T. T. (2021). Using blended learning in teacher training programs: Perspectives of pre-service teachers. Journal of Educational and Social Research, 11(2), 115-115.

Mintz, J. (2014). Professional uncertainty, knowledge and relationship in the classroom: A psychosocial perspective. Routledge.

Mishra, L., Gupta, T., & Shree, A. (2020). Online teaching-learning in higher education during lockdown period of COVID-19 Pandemic. International Journal of Educational Research Open, 1, 100012.

Octaberlina, L. R., & Muslimin, A. I. (2020). Efl students perspective towards online learning barriers and alternatives using moodle/google classroom during COVİD-19 Pandemic. International Journal of Higher Education, 9(6), 1-9.

Oyarinde, O. N., & Komolafe, O. G. (2020). Impact of Google Classroom as an online learning delivery during COVID-19 Pandemic: The case of a secondary school in Nigeria. Journal of Education, Society and Behavioural Science, 33(9), 53-61.

Peterson, E. G. (2020). Supporting curiosity in schools and classrooms. Current Opinion in Behavioral Sciences, 35, 7-13.

Prestigiacomo, R., Hunter, J., Knight, S., Martinez-Maldonado, R., & Lockyer, L. (2020). Data in practice: A participatory approach to understanding pre-service teachers’ perspectives. Australasian Journal of Educational Technology, 36(6), 107-119.

Simonds, C. J. (1997). Classroom understanding: An expanded notion of teacher clarity. Communication Research Reports, 14(3), 279-290.

Sollitto, M., Brott, J., Cole, C., Gil, E., & Selim, H. (2018). Students’ uncertainty management in the college classroom. Communication Education, 67(1), 73-87.

Sorrentino, R. M., Szeto, A. C., Chen, X., & Wang, Z. (2013). Uncertainty regulation across cultures: An exploration of individual differences in Chinese and Canadian children in the classroom. Personality and individual differences, 54(3), 378-382.

Spiegelhalter, D., Pearson, M., & Short, I. (2011). Visualizing uncertainty about the future. Science, 333(6048), 1393-1400.

Taufan, M. (2021). LMS-Google Classroom digital platform: Impact on the critical thinking ability, self-concept, and mathematics anxiety of pre-service mathematics teachers during the COVID-19 Pandemic in Indramayu, Indonesia. In Journal of Physics: Conference Series, 1783(1). IOP Publishing.

Wegscheider, W. (2020). Uncertainty in the classroom. Multidisciplinary Digital Publishing Institute Proceedings, 55(1), 24.

Zuriah, N. (2020). Strategy for implementing blended learning with Google Classroom during the COVID-19 Pandemic era in higher education. In International Conference on Community Development (ICCD 2020) (pp. 559-563). Atlantis Press.

Yin, R. (1994). Case study research: design and methods (2nd ed.). Sage.




DOI: https://doi.org/10.7575/aiac.ijels.v.10n.1p.90

Refbacks

  • There are currently no refbacks.




Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 International License.

2013-2022 (CC-BY) Australian International Academic Centre PTY.LTD.

International Journal of Education and Literacy Studies  

You may require to add the 'aiac.org.au' domain to your e-mail 'safe list’ If you do not receive e-mail in your 'inbox'. Otherwise, you may check your 'Spam mail' or 'junk mail' folders.