A phenomenological analysis of primary school teachers' lived distance education experience during the COVID-19 pandemic in Turkey

被引：1

作者：

Ugur-Erdogmus, Feray ^{[1
]}

Albayrak, Duygu ^{[2
]}

机构：

[1] Amasya Univ, Dept Comp Technol, Amasya, Turkiye

[2] Bilkent Univ, Dept Informat Syst & Technol, Ankara, Turkiye

来源：

EDUCATION 3-13 | 2024年 / 52卷 / 05期

关键词：

Primary school; distance education; COVID-19; teachers; phenomenology; SELF-EFFICACY; ONLINE; PERCEPTIONS; SUCCESS; SATISFACTION; LEARNERS; STUDENTS; SYSTEM;

D O I：

10.1080/03004279.2022.2124879

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

The purpose of this phenomenological study was to investigate lived distance education (DE) experiences of primary school teachers and their perceptions about DE during the COVID-19 pandemic in Turkey. Twenty primary school teachers who actively taught online participated in online interviews. Phenomenological analysis of the interviews sought to reveal (1) the primary school teachers' lived DE experience, and (2) their perceptions about DE during the pandemic. The current status of DE, effects of DE, and teachers' perceptions of DE were the themes revealed. Results showed that teaching practice, interactivity, difficulties, needs, and inequality were the main issues revealed from the primary school teachers' lived experience. The results also identified the perceived effects of DE on both teachers and students. According to their online experiences, the teachers' perceptions about DE and their future plans with respect to online teaching were reported.

引用

页码：703 / 717

页数：15

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