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PANDEMİ NEDENİYLE YÜRÜTÜLEN ACİL UZAKTAN ÖĞRETİM SÜRECİNİN ARDINDAN ÖĞRETMEN ADAYLARINDA DEĞİŞİM YORGUNLUĞUNUN İNCELENMESİ

COVID-19 pandemisi sebebiyle yaşanan acil uzaktan öğretim döneminde eğitim büyük değişikliklerden geçmiştir. Bu değişiklikler, kısmen, eğitim kurumlarının uzaktan öğretim konusunda uygun bir çözüm oturtma çabalarının neticesidir. Kurumsal yönetim literatürü kısa sürede yaşanan büyük değişikliklerden ötürü çalışanların tecrübe edebileceği olumsuz bir psikolojik etki olarak değişim yorgunluğunu işaret etmektedir. Ancak eğitim bilimleri literatüründe öğrenciler nezdinde değişim yorgunluğunu inceleyen çalışmalara rastlanmamaktadır. Bu nicel çalışmada, değişim yorgunluğu ve bu değişimin yaşandığı uzaktan eğitim sürecinde karşılaşılan dijital okuryazarlık, çevrimiçi öğrenmeye karşı tutum ve okula yabancılaşma gibi değişkenler arasındaki ilişkileri; acil uzaktan öğretim sürecinin ardından okula dönmüş öğretmen adayları özelinde açıklamaya çalışan bir yapısal eşitlik modeli önerilmiştir. Modeldeki ilişkiler incelendiğinde; değişim yorgunluğunun öğrencilerde okula yabancılaşmayı yordadığı; ancak çevrimiçi öğrenme tutumunu yordamadığı görülmüştür. Bu da, üniversitelerin içerisinden geçtiği değişim sürecinin öğrencilerde yabancılaşmaya yol açan ancak uzaktan öğretim süreci kapsamında ele alınamayacak başka bir kategorisinin bulunmakta olduğuna işaret etmektedir. Diğer yandan, çevrimiçi öğrenme tutumunu olumlu ve okula yabancılaşmayı ise olumsuz yönde yordayan dijital okuryazarlığın ne kadar önemli bir beceri türü olduğu bir kez daha vurgulanmıştır.

Anahtar Kelimeler:

acil uzaktan öğretim, değişim yorgunluğu, okula yabancılaşma, dijital okuryazarlık, çevrimiçi öğrenme, öğretmen adayları

THE INVESTIGATION OF CHANGE FATIGUE IN TEACHER CANDIDATES FOLLOWING THE EMERGENCY REMOTE TEACHING PROCESS DURING THE PANDEMIC

Education has gone through rapid changes during the emergency remote teaching period resulting by the COVID-19 pandemic. These changes, in part, have been associated with educational institutions attempting to implement a viable solution to the problem of distance education. Although organizational management theory literature suggests that great change in very little time results in a detrimental psychological phenomenon called change fatigue in employees and that this phenomenon has even been investigated in the context of teaching staff in the past; there have been no attempt at understanding change fatigue from a student perspective. This quantitative study attempts at proposing a structural equation model towards the understanding of how change fatigue and other variables, namely, digital literacy, online learning attitude and school alienation that might have been influenced by it have affected teacher candidates after resuming face-to-face education followed by a 1.5 year of emergency remote teaching period. Results indicated that change fatigue predicts school alienation and yet; does not predict online learning attitude; hinting that there might be another category of alienating organizational change that universities have gone through that does not solely involve online education. Nevertheless, digital literacy is a beneficial skill for all students that helps bolster online learning attitude and reduce overall school alienation.

Keywords:

emergency remote teaching, change fatigue, school alienation, digital literacy, online learning, teacher candidates,

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