Metaphorical Perceptions About Being A Teacher in Turkey During The Pandemic Period

Year 2021, Volume: 8 Issue: Özel Sayı, 67 - 82, 29.09.2021

Sevilay Yıldız

Abstract

In this study which aims to uncover and examine the metaphorical meanings that teachers have attributed to the concept of teaching during the pandemic period, phenomenological method that is a qualitative research design was used. The study group of the research consists of the teachers working in public primary, secondary and high schools in a city in the Western Black Sea Region during the spring semester of the 2020-2021 academic year. The teachers participating in this study were selected on a voluntary basis. In order to collect the data, a semi-structured interview form used in qualitative research method was used as a data collection tool. Content analysis that consisted of such procedures as coding, finding themes, organizing the data according to code and themes was used in the analysis of the data. Based on these perceptions, 278 metaphors were obtained related to the concept of ‘’being a teacher in Turkey during the pandemic period’’. The related metaphors were grouped under 12 categories by the researchers. When they were examined, it emerged that the preferred metaphors usually reflected a negative structure.

Keywords

Pandemic Period, Covid-19, Metaphor, Teacher, Pandemic Period, Covid-19, Metaphor, Teacher

References

• Altıntaş- Yüksel, E. (2021). Sınıf öğretmenlerinin Covid-19 salgını sürecinde çevrim içi ders-uzaktan eğitim deneyimlerinin incelenmesi. Ulakbilge, 57 (2021 Şubat): s. 291–303. doi: 10.7816/ulakbilge-09-57-11. https://www.ulakbilge.com/makale/pdf/1617139854.pdf
• Bernard, J-M. (2007). La fonction de production éducative revisitée dans le cadre de l’education pour tous en Afrique subsaharienne: des limites théoriques et méthodologiques aux apports à la politique éducative. Université de Bourgogne. https://halshs.archives-ouvertes.fr/tel[phone]/document
• Can, E. (2020). Coronavirüs (Covid-19) Pandemisi ve pedagojik yansımaları: türkiye’de açık ve uzaktan eğitim uygulamaları. Açıköğretim Uygulamaları ve Araştırmaları Dergisi, Cilt 6, Sayı 2, 11-53. https://dergipark.org.tr/tr/download/article-file/1179832.
• Çelik Z. ve Şahin, S. A. (2020). Pandemi dönemi uzaktan eğitim sürecinde eğitimsel eşitsizliklerin yeniden üretimi. Fatih Kaleci ve Emrah Başaran (Ed.), Pandemi sürecinde sosyoekonomik değişim ve dönüşümler: Fırsatlar, tehditler ve öneriler. Necmettin Erbakan Üniversitesi Yayınevi.
• Dhawan, S. (2020). Online learning: A Panacea in the time of COVID-19 Crises. Journal of Educational Technology, 49(1), 5–22. https://doi.org/10.1177/0047239520934018
• Diener, E. (2000). Subjective well-being: Thescience of happiness and a proposalfor a national index. American Psychologist, 55, 34-43.
• Diener, E. (2006). Guidelines for national indicators of subjective well-beingandill-being. Journal of Happiness Studies, 7, 397-404.
• Diener, E. ve Ryan, K. (2009). Subjective well-being: A general overview. South African Journal of Psychology, 39(4), 391-406.
• Flores, M. A., and Gago, M. (2020). Teacher education in times of COVID-19 Pandemic in Portugal: National, Institutional and Pedagogical Responses. Journal of Education for Teaching. doi: 10.1080/02607476.2020.1799709
• Giroux, H. (1981). Ideology, culture, and the process of schooling. Temple University Press.
• Gürbüz, S., & Şahin, F. (2014). Sosyal bilimlerde araştırma yöntemleri. Seçkin Yayıncılık.
• Kaoutar, A. (2021). L'enseignement à distance : perceptions des étudiants et usage du numérique en période de confinement Covid-19. EpiNet Revue électronique de l'EPI n° 234 d'avril 2021. https://epi.asso.fr/revue/articles/a2104b.htm .
• Kavuk, E. ve Demirtaş, H. (2021). COVID-19 Pandemisi Sürecinde Öğretmenlerin Uzaktan Eğitimde Yaşadığı Zorluklar. E-Uluslararası Pedandragoji Dergisi, 1, (1). https://www.e-ijpa.com/index.php/pedandragoji/article/view/20
• Merriam, S.B. (2013). Nitel araştırma: Desen ve uygulama için bir rehber. Nobel yayınları. Morın, E. (2020). Changeons de voie : les leçons du coronavirus. Denoël.
• Murphy, M. P. (2020). COVID-19 and emergency elearning: consequences of the securitization of higher education for postpandemic pedagogy. Contemporary Security Policy, 41(3), 492−505.
• Nasri, N. M., Husnin, H., Mahmud, S. N. D. and Halim, L. (2020). Mitigating the COVID-19 Pandemic: A snapshot from Malaysia into the coping strategies for pre-service teachers’ Education. Journal of Education for Teaching. doi: 10.1080/02607476.2020.1802582
• Nicola M., Alsafi, Z., Sohrabi, C., Kerwan, A., Al-Jabir, A., Iosifidis C. et al. (2020). The socio-economic implications of The Coronavirus Pandemic (COVID-19): A review. Int J Surg. 78: 185–93.
• Petrie, C. (2020). Spotlight: Quality education for all during COVID-19 crisis (hundrED Research Report #01). United Nations. https://hundred.org/en/collections/quality-education-for-all-during-coronavirus
• Pragholapati A. (2020). COVID-19 Impact on Students. EdArXiv [Preprint]. p. 1–6. 10.35542/osf.io/895ed
• Price, A., Mansfield, C. ve McConney, A. (2012) Considering teacher resilience from critical discourse and labour process theory perspectives. British Journal of Sociology of Education, 33 (1), 81-95.
• Quezada, R. L., Talbot, C. and Quezada-Parker, K. B. (2020). From bricks and mortar to remote teaching: A Teacher education programme‘s response to COVID-19. Journal of Education for Teaching. doi: 10.1080/02607476.2020.1801330
• Saban, A. (2008). Okula ilişkin metaforlar. Kuram ve Uygulamada Eğitim Yönetimi. 55, 459-496.
• Samta, J., Marie, L. and Anviti S. (2021). Teachers’ voices on the ımpact of COVID-19 on school education: Are EdTech companies really the Panacea? Contemporary Education Dialogue, 18(1) 58–89, https://journals.sagepub.com/doi/pdf/10.1177/0973184920976433
• Saygı, H. (2021). Covid-19 Pandemi uzaktan eğitim sürecinde sınıf öğretmenlerinin karşılaştığı sorunlar. Açıköğretim Uygulamaları ve Araştırmaları Dergisi, 7(2), 109-129 (ISSN 2149-2360). https://dergipark.org.tr/tr/download/article-file/1451447
• Sintema, E. J. (2020). Effect of COVID-19 on the performance of grade 12 students: Implications for STEM education. EURASIA Journal of Mathematics, Science and Technology Education, 16(7). https://doi.org/10.29333/ejmste/7893
• Sobaih, A. E. E., Hasanein, A. M., Abu Elnasr, A. E. (2020). Responses to COVID-19 in higher education: Social media usage for sustaining formal academic communication in developing countries. Sustainability, 12, 6520.
• Srubar, I. (2005). Phenomenology. In G. Ritzer (Ed.), Encylopedia of social theory (pp. 557-562). Sage..
• Tohum Vakfı Raporu (2021). Pandemi koşullarında eğitim: Öğretmen deneyimleri ve kapsayıcı öneriler bilgi notu. Sabancı Vakfı Yayınları. http://egitimdeengellihaklari.org/wp-content/uploads/2021/01/tohum_rapor_06_01_2021.pdf
• Tümen-Akyıldız, S. (2020). Pandemi döneminde yapılan uzaktan eğitim çalışmalarıyla ilgili İngilizce öğretmenlerinin görüşleri (Bir Odak Grup Tartışması). RumeliDE Dil ve Edebiyat Araştırmaları Dergisi, (21), 679-696. DOI: 10.29000/rumelide.835811
• UNESCO (2020, 12 Avril). Impact du COVID-19 sur l’éducation. Consulté sur https://fr.unesco.org/covid19/educationresponse
• United Nations . (2020). Policy brief: Education during COVID-19 and beyond. United Nations. https://www.un.org/development/desa/dspd/wp-content/uploads/sites/22/2020/08/sg_policy_brief_covid-19_and_education_august_2020.pdf
• Uyar, E. (2020). Covid-19 Pandemisi sürecinde sosyal bilgiler öğretmenlerinin uzaktan eğitime yönelik görüşleri. Kapadokya Eğitim Dergisi, 1(2). https://dosyalar.nevsehir.edu.tr/e7a60abaa87ffa5bba45899cb43c5b96/emrah-uyar.pdf
• Weeden, K. A., & Cornwell, B. (2020). The small-world Network of College Classes: Implications for an epidemic spread on a university campus. Sociological Science, 7, 222−241.
• Yıldırım, A. ve Şimşek, H. (2008). Sosyal bilimlerde nitel araştırma yöntemleri. Seçkin Yayınevi. https://fr.unesco.org/covid19/educationresponse (2021). Education: de la fermeture des établissements scolaires à la reprise.