EXAMINING THE DISTANCE LEARNING EXPERIENCES OF PRE-SCHOOL TEACHERS DURING THE COVID-19 PANDEMIC

Abstract

This study aims to examine in depth the experiences of preschool teachers regarding the learning-teaching processes they continued through distance education during the Covid-19 pandemic. This research is a qualitative study conducted as a case study. The study group consists of five preschool teachers working together at a state-run independent nursery school in Hatay province. The research data were collected using a 'Personal Information Form', an 'Open-Ended Questions Form' and a 'Semi-Structured Interview Form'. Descriptive analysis and content analysis methods were used in the analysis of the research. According to the research results, it was determined that preschool teachers found the distance learning teaching-learning processes unsuccessful; students did not have sufficient technological tools and equipment needed for distance learning processes; and the stakeholders in the process, namely students, parents, and teachers, expressed their views that their competencies regarding the distance learning process were insufficient. Teachers stated that professional development training should be provided to teachers regarding distance learning teaching-learning processes; and that parents should be provided with training through information bulletins about distance learning processes via television or the internet. Furthermore, it was found that teachers expressed the view that, considering the age group characteristics of children in the pre-school period and their lack of reading and writing skills, the activities included in the current pre-school education programme needed to be organised in a way that could be integrated into distance learning processes.

Keywords

• Covid-19 Pandemic
• Pre-school Teachers
• Distance Learning
• Experience

COVİD-19 PANDEMİ SÜRECİNDE OKUL ÖNCESİ ÖĞRETMENLERİNİN UZAKTAN EĞİTİM DENEYİMLERİNİN İNCELENMESİ

Abstract

Bu araştırmada okul öncesi öğretmenlerinin Covid-19 pandemi döneminde uzaktan eğitim ile sürdürdükleri öğrenme-öğretme süreçlerine ilişkin deneyimlerinin derinlemesine incelenmesi amaçlanmaktadır. Bu araştırma nitel desenli bir çalışma olup durum çalışması şeklinde yürütülmüştür Araştırmanın çalışma grubu Hatay ilinde devlete bağlı resmi bağımsız anaokulunda birlikte görev yapan 5 okul öncesi öğretmeninden oluşmaktadır. Araştırmanın verileri ‘’Kişisel Bilgi Formu’’, ‘’ Açık Uçlu Sorular Formu’’ ve ‘’Yarı Yapılandırılmış Görüşme Formu’’ kullanılarak toplanmıştır. Araştırmanın analizinde betimsel analiz ve içerik analizi yöntemleri kullanılmıştır. Araştırma sonuçlarına göre; okul öncesi öğretmenleri uzaktan eğitim öğrenme-öğretme süreçlerini başarısız buldukları; öğrencilerin uzaktan eğitim süreçleri için ihtiyaç duydukları teknolojik araç ve donanımlara yeterince sahip olmadıkları; sürecin paydaşları olan öğrenci, ebeveyn ve öğretmen yeterliliklerini uzaktan eğitim sürecine dair yetersiz bulduklarına dair görüş belirttikleri tespit edilmiştir. Öğretmenler uzaktan eğitim öğretme öğrenme süreçlerine ilişkin öğretmenlere mesleki gelişim eğitimleri verilmesi; ebeveynlere ise televizyon ya da internet yoluyla uzaktan eğitim süreçlerine dair bilgilendirme bültenleri ile eğitim verilmesi gerektiğini belirtmişlerdir. Ayrıca öğretmelerin okul öncesinde dönemindeki çocukların yaş grubu özellikleri ve okuma –yazma yeterliliklerinin olmaması dikkate alınarak mevcut okul öncesi eğitimi programında yer alan etkinliklerin uzaktan eğitim süreçlerine entegre edilebilecek şekilde düzenlenmesine ihtiyaç duyulduğuna dair görüş belirttikleri tespit edilmiştir.

Keywords

• Covid-19 Pandemi
• Okul Öncesi Öğretmenleri
• Uzaktan Eğitim
• Deneyim

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