Turkish Early Childhood and Early Primary Grade Teachers’ Experiences in Online Remote Learning

Yıl 2022, Cilt: 3 Sayı: 2, 157 - 171, 31.08.2022

Jale Aldemir , Saigeetha Jambunathan Zerrin Bölükbaşı Macit , Güler Telli

Öz

The emergence of the Covid-19 virus around December 2020 and its rapid spread through human-to-human contact around the world made it essential for Turkey to take precautions, too. The purpose of this study is to explore the early childhood and early elementary teachers’ experiences as they transitioned to teaching in different modes of instruction during COVID-19 school closings in Turkey's educational context. The survey results provided important insights for Turkey’s school districts to develop a viable plan for effective transition to alternate methods of instruction in case of emergency transition to remote learning. We can use the information from this study to build a better alternative teaching infrastructure that can be used in a moment’s notice if the situation arises.

Anahtar Kelimeler

Remote learning, Teacher Experiences, Covid-19

Kaynakça

• Akkaş, B., E., Ocak, G., & Ocak, İ. (2020). Covid-19 salgını sürecinde okul öncesi cocuklarının Eba ve diğer uzaktan eğitim faaliyetlerine ilişkin ebeveyn görüşleri, Uluslararası Sosyal Bilimler Eğitimi Dergisi, 6(2), 185-214. DOI: 10.47615/issej.835211
• Alan, Ü. (2021). Distance education during the COVID-19 pandemic in Turkey: identifying the needs of early childhood educators. Early Childhood Education Journal, 49, 987-994. https://doi.org/10.1007/s10643-021-01197-y
• Baytiyeh, H. (2017). Why school resilience should be critical for the post-earthquake recovery of communities in divided societies. Education and Urban Society, 51(5), 693-711. doi:10.1177/0013124517747035
• Çakır, M., Külekçi Akyavuz, E. (2020). The Covid-19 process and its reflection on education: An analysis on teachers’ opinions. International Journal of Social Sciences and Education Research, 6(2), 165-186.
• Cullinane, C., & Montacute, R. (2021). COVID-19 and social mobility impact brief# 1: School closures. The Sutton Trust, 2020. Retrieved from https://www.suttontrust.com/wp-content/uploads/2021/01/School-Shutdown-Covid-19.pdf on May 20, 2021.
• Demir, S., & Kale M. (2020). Öğretmen görüşlerine göre, Covid-19 küresel salgını döneminde gerçekleştirilen uzaktan eğitim sürecinin değerlendirilmesi. Turkish Studies, 15(8), 3445-3470. https://dx.doi.org/10.7827/TurkishStudies.44492
• Glaser, B. G., & Strauss, A. L. (1999). The discovery of grounded theory: Strategies for qualitative research. Hawthorne, NY: Aldine De Gruyter.
• Karahan, S., Yıldırım Parlak, Ş., Demiröz, K., Kaya, M. ve Kayhan, N. (2021). Annelerin Koronavirüs (COVID-19) sürecinde özel gereksinimli çocuklarının problem davranışları ile baş etme deneyimleri. Journal of Qualitative Research in Education, 25, 79-105. doi: 10.14689/enad.25.4
• Republic of Turkey Ministry of National Education (2021). National education statistics, formal education 2020/2021. Retrieved from https://sgb.meb.gov.tr/meb_iys_dosyalar/2021_09/10141326_meb_istatistikleri_orgun_egitim_2020_2021.pdf
• Stake, R. E. (2005). Qualitative case study. In N.K. Denzin and Y.S. Lincoln (Eds.), The Sage Handbook of Qualitative Research (3rd Ed.) (pp. 443-466). Thousand Oaks, CA: Sage Publications.
• Telli, S. G., & Altun, D. (2020). Coronavirüs ve çevrimiçi (online) eğitimin önlenemeyen yükselişi. Üniversite Araştırmaları Dergisi, 3(1), 25-34. Doi: 10.26701/uad.711110 Willis, J. (2008). Qualitative research methods in education and educational technology. Charlotte, NC: Information Age Publishing
• Yucesoy-Ozkan, S., Kaya, F., Gulboy, E., Altun, D. E., & Oncul, N. (2020). General and special education practices during the COVID-19 viral outbreak in Turkey. In I. Sahin & M. Shelley (Eds.), Educational practices during the COVID-19 viral outbreak: International perspectives (pp. 19–62). ISTES Organization