This study aims to determine the views of classroom teachers about distance education during the pandemic period, to understand how distance education was applied in Turkey, and to determine whether the findings can be generalizable. For this purpose, the study was designed with the exploratory sequential mixed research design. In the qualitative dimension, opinions were obtained from 10 classroom teachers working in different provinces through a semi-structured interview form. In line with the data obtained in the qualitative dimension, initially scale development studies were carried out and a quantitative data collection tool was created. The Teacher Opinions and Suggestions About Distance Education Applications of MEB (Turkish Ministry of Education) for Primary School Scale and the personal information form, were created in the quantitative dimension of the research and applied to a total of 719 classroom teachers throughout Turkey. Descriptive statistics were used to determine teachers' characteristics, opinions, and suggestions; a t-test, one-way analysis of variance was used to determine whether there was a difference between teachers' opinions according to some personal characteristics. The Scheffe test was used to determine the source of the differences. As a result of the research, it is found that %11,68 of all teachers believe that distance education practices are suitable for primary school students. Further, it is observed that there is a significant difference in some sub-dimensions such as experience, class size, place of duty, and the region where they work. But, there was no significant difference in terms of suggestions.
The current study aims to determine how emergency remote teaching (ERT) practices were conducted in a disadvantaged suburban public primary school during the COVID -19 pandemic. For this purpose, a disadvantaged suburban public primary school in the Marmara region, Turkey, was selected as a case and an instrumental case study design was chosen for the study. For data collection, in-depth interviews were conducted using a semi-structured interview form with 10 classroom teachers. In addition, natural observations were conducted by one of the researchers who is also a teacher in the same school. As a result of the thematic analysis, two main themes were identified: "disadvantage experienced by students" and "the consequences of disadvantage." The disadvantage experienced by the students has two different dimensions, social and economic. It was found that these disadvantages lead to different effects on students and teachers. The results of the study show that students face economic disadvantages in purchasing the imperative learning materials to participate in the online course. Parents do not prioritize these materials due to low awareness. Socio-economic disadvantages lead to a digital divide and inequality of opportunity in education.It is clear that school closures will create even greater challenges for disadvantaged students in the future.s. In terms of teachers, these disadvantageous situations cause instructional difficulties such as challenges in planning the teaching process, neglecting the program, effective assessment; and individual difficulties such as anxiety and sadness.
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