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    Novice EFL teachers' beliefs and practices during online education for young learners / Meslekte yeni EFL öğretmenlerinin ilkokul öğrencilerine uzaktan eğitimdeki inançları ve uygulamaları
    (T.C.Maltepe Üniversitesi, 2024) Savlak, Oylum
    The COVID-19 outbreak has impacted global sectors, including education. To curb the virus's spread, the World Health Organization and Centers for Disease Control and Prevention (CDC) recommended social distancing, prompting shifts to remote learning. In Turkey, the Ministry of Education transitioned to emergency remote teaching in March 2020. This study examines Turkish novice EFL teachers' beliefs and practices in teaching English to young learners online during the Spring 2021 term. It explores their perspectives on being novice teachers, implementing activities for four language skills (reading, listening, speaking, writing), and using digital tools in online education. Four second-grade teachers from private schools in Istanbul, Kocaeli, and Izmir participated. Conducted via Zoom, the semi-structured interviews asked teachers to compare online and in-class activities and discuss the challenges of virtual classroom management and teaching different language skills. Findings indicate that teaching productive skills online is more challenging than receptive skills, with writing identified as particularly difficult. Teachers felt that being a novice was advantageous due to their technological proficiency as they mainly adapted tasks for the online setting. As education continues to evolve in response to global challenges, the experiences of these teachers can inform ongoing and future educational practices, particularly in contexts requiring rapid transition to online formats.