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Covid-19 Pandemi Döneminde Öğretim Üyesi Olmak

Year 2021, , 53 - 57, 31.08.2021
https://doi.org/10.25282/ted.795037

Abstract

Covid-19 pandemisinin derinden etkilediği bir kitle de öğretim üyeleridir. Bu yazıda öğretim üyelerinin pandemi sürecindeki deneyimleri ele alınacaktır. % 64’ünün pandemi öncesi online öğretim konusunda deneyimleri olmayan öğretim üyeleri bu süreçte belirsizlik anksiyetesi yaşamış, yeni kavramlarla karşılaşmış, çalışma hayatlarında ve öğretim faaliyetleri ve öğrenciler ile temasta değişimler yaşamış ve bilişim teknolojileri ile tanışmıştır. Öğretim üyelerinin pandemi gibi olağan dışı durumlardaki gereksinimleri saptanmalı ve kurumsal destek mekanizmaları oluşturulmalıdır. Böylece akademik potansiyellerini kullanabilirler ve gelecek nesillerin yetişmesinde emek verebilirler.

Supporting Institution

YOK

Project Number

YOK

Thanks

YOK

References

  • Singh K, Srivastav S, Abhishek Bhardwaj AD, Misra S. Medical Education During the COVID-19 Pandemic: A Single Institution Experience. Indian Pediatrics. 2020; 57:678-679.
  • DSÖ, UNICEF , IFRC. Key Messages and Actions for COVID-19 Prevention and Control in Schools; 2020.
  • Johnson N, Veletsianos G, Seaman J. U.S. Faculty and Administrators’ Experiences and Approaches in the Early Weeks of the COVID-19 Pandemic. Online Learning. 2020; 24(2):6-21.
  • Keswani RN, Sethi A, Repici A, Messmann H, Chiu PW. How To Maximize Trainee Education During the Coronavirus Disease-2019 Pandemic: Perspectives From Around the World. Gastroenterology. 2020; 159:26-29.
  • Geçgin FM, Sahranç Ü. Belirsizliğe Tahammülsüzlük ile Psikolojik İyi Oluş Arasındaki İlişki. Sakarya University Journal of Education. 2017; 7(4): 739-755.

Being a faculty member during the Covid-19 pandemic

Year 2021, , 53 - 57, 31.08.2021
https://doi.org/10.25282/ted.795037

Abstract

The Covid-19 pandemic has deeply affected faculty members. The purpose of this article is; to discuss the experiences of faculty members in the pandemic process. In this process, faculty members experienced uncertainty anxiety, encountered new concepts, changed their working lives, teaching activities and contact with students, and encountered information technologies. However, 64% of the faculty members did not have experience in online teaching before the pandemic. The needs of faculty members in extraordinary situations such as pandemics should be determined and institutional support mechanisms should be established. Thus, they can use their academic potential and work in raising future generations.

Project Number

YOK

References

  • Singh K, Srivastav S, Abhishek Bhardwaj AD, Misra S. Medical Education During the COVID-19 Pandemic: A Single Institution Experience. Indian Pediatrics. 2020; 57:678-679.
  • DSÖ, UNICEF , IFRC. Key Messages and Actions for COVID-19 Prevention and Control in Schools; 2020.
  • Johnson N, Veletsianos G, Seaman J. U.S. Faculty and Administrators’ Experiences and Approaches in the Early Weeks of the COVID-19 Pandemic. Online Learning. 2020; 24(2):6-21.
  • Keswani RN, Sethi A, Repici A, Messmann H, Chiu PW. How To Maximize Trainee Education During the Coronavirus Disease-2019 Pandemic: Perspectives From Around the World. Gastroenterology. 2020; 159:26-29.
  • Geçgin FM, Sahranç Ü. Belirsizliğe Tahammülsüzlük ile Psikolojik İyi Oluş Arasındaki İlişki. Sakarya University Journal of Education. 2017; 7(4): 739-755.
There are 5 citations in total.

Details

Primary Language Turkish
Subjects Health Care Administration
Journal Section Case report
Authors

Hatice Şahin 0000-0002-9134-9800

Project Number YOK
Publication Date August 31, 2021
Submission Date September 14, 2020
Published in Issue Year 2021

Cite

Vancouver Şahin H. Covid-19 Pandemi Döneminde Öğretim Üyesi Olmak. TED. 2021;20(61):53-7.