Elementary School Teachers' Experiences of Distance Education during the COVID-19 Pandemic in Turkey

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  • Author(s): Izgar, Gökhan; Ilter, Ilhan
  • Language:
    English
  • Source:
    i.e.: inquiry in education. 2022 14(1).
  • Publication Date:
    2022
  • Document Type:
    Journal Articles
    Reports - Research
  • Additional Information
    • Availability:
      Center for Inquiry in Education. National Louis University, 122 South Michigan Avenue, Chicago, IL 60603. Tel: 800-443-5522 x2277; e-mail: [email protected]; Web site: https://digitalcommons.nl.edu/ie/
    • Peer Reviewed:
      Y
    • Source:
      43
    • Education Level:
      Elementary Education
    • Subject Terms:
      Foreign Countries; COVID-19; Pandemics; Distance Education; Elementary School Teachers; Teacher Attitudes; School Closing; Barriers; Educational Technology; Technology Uses in Education; Technological Literacy; Online Courses; Adjustment (to Environment); Student Needs; Program Effectiveness
    • Subject Terms:
      Turkey
    • ISSN:
      2154-6282
    • Abstract:
      In this qualitative case study, we investigated teachers' experiences of distance education during the COVID-19 pandemic in Turkey. The participants comprised 69 elementary school teachers at varying levels of experience. The purpose of the study was to explore elementary school teachers' experiences regarding advantages and challenges of distance education and the deficiencies in learning outcomes that they observed in their students during the instructional processes. To explore the teachers' experiences, we conducted semi-structured interviews with them. We analyzed the data obtained from the interviews using the coding analysis method. The results show that participants quickly learned how to use technological platforms, improved their technological literacy skills, and ensured the continuity of education for students through online learning opportunities. Participants also addressed the challenges they were confronted with in the process of adjustment. Most challenges included inequality of opportunities, problems with technology, insufficient socialization, amotivation, low involvement and poor preparation for online education, as well as non-authentic interaction. Participants stated that they observed a decrease in students' reading comprehension and writing skills, an increase in mathematical operation errors, the inability to achieve high-level goals, and a decrease in their motivation to learn during distance education. For this reason, they did not believe that distance education adequately met students' needs or educational and pedagogical standards.
    • Abstract:
      As Provided
    • Publication Date:
      2022
    • Accession Number:
      EJ1345416