Comparison of Pre-Service Teachers’ Teaching Experiences in Virtual Classroom and Face-to-Face Teaching Environment

Abstract

The study was carried out with the aim of evaluating the pre-service teachers' teaching experiences in virtual
classroom and face-to-face teaching environment. Complementarity mixed research method was used in the
study. The study group was composed of 40 pre-service teachers. Quantitative data was collected through
the online teaching experience questionnaire I and II form, immediately after the pre-service teachers
experienced the teaching process in two different teaching environments. Following this, semi-structured
interviews were conducted with all the pre-service teachers to obtain detailed information regarding their
teaching experiences. In the analysis of quantitative data, descriptive statistics and Wilcoxon Signed Rank
test was used to compare the perceived anxiety, motivation, performance and efficiency levels of the preservice
teachers while performing the teaching role in virtual classroom and face-to-face teaching
environment. In the analysis of qualitative data, descriptive content analyses were used. As a result of the
study, it was determined that the majority of the pre-service teachers preferred face-to-face teaching
environment for such reasons as teacher-student interaction and eye contact. While there was not a
significant difference in terms of the anxiety levels perceived by the pre-service teachers during performing
the teaching role in virtual classroom and face-to-face teaching environment, it was determined that there
was a significant difference in terms of the perceived motivation, perceived performance and perceived
efficiency on behalf of face-to-face teaching experience. Limitations and implications of the findings are
discussed, and future directions are provided.