The coronavirus 2019 pandemic has necessitated the need for preservice English teacher educators (PETEs) to undertake online teaching. Given the lack of research in the literature on unraveling the perceptions of PETEs regarding their asynchronous or synchronous teaching practices, this cross-sectional survey research could prove beneficial by providing insights from the evaluations of 11 Turkish PETEs teaching at two state universities, their online instructional practices, and the challenges they faced while teaching online. The data collected from the online survey were analyzed by performing descriptive statistics and inductive content analysis. The findings revealed that the PETEs had analogous experiences in the course of online teaching because they deemed asynchronous online teaching monotonous and not as effective as synchronous online teaching (SOT) primarily owing to the lack of spontaneity. The findings also demonstrated that PETEs did not believe SOT was free of problems, and the manner in which online assessment was undertaken provided factual evidence concerning preservice English teacher learning.
Cite this article as: Koşar, G. (2021). An Investigation into Preservice English Teacher Educators’ Online Teaching Experiences. HAYEF: Journal of Education, 18(2), 150-166.