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Back to the classroom: Teachers’ views on classroom management after Covid-19

Yıl 2022, Cilt: 6 Sayı: 2, 257 - 286, 31.12.2022

Öz

The purpose of this study was to reveal the effects of the disruption to face-to-face education during the pandemic on the classroom environment upon return to the classroom. The participants of this case study were 16 teachers working in Turkey. The data were collected through semi-structured interviews and their contents were analysed. The study revealed that there were cognitive changes, motivation and concentration problems, social changes, discipline problems, and psychomotor changes observed in students’ behaviours after the transition to face-to-face education. The sources of the behavioural changes were the family, the Ministry of National Education, being away from school, and use of technology. The strategies used by the teachers in terms of classroom management while managing the process after the transition to face-to-face education were management of teaching, behaviour management, management of relationships, and management of the physical environment.

Kaynakça

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Yıl 2022, Cilt: 6 Sayı: 2, 257 - 286, 31.12.2022

Öz

Kaynakça

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  • Kultas, E., & Çalışkan, E. F. (2021). Covid-19 Pandemisi sürecinde sınıf öğretmenlerinin uzaktan eğitimde yaşadıkları sorunlar [The Problems of Primary School Teachers Experienced in Distance Education During Covıd-19 Pandemic]. Türkiye Eğitim Dergisi, 6(2), 507-521. Retrieved from https://dergipark.org.tr/en/pub/turkegitimdergisi/issue/66454/1022670
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  • Marshall, D. T., Shannon, D. M., & Love, S. M. (2020). How teachers experienced the COVID-19 transition to remote instruction. Phi Delta Kappan, 102(3), 46–50. https://doi.org/10.1177/0031721720970702
  • Miles, M. B., & Huberman, A. M. (2015). Nitel veri analizi (S. Akbaba Altun & A. Ersoy, Çev. Ed.). Ankara: Pegem Akademi.
  • Moralista, R., & Oducado, R. M. (2020). Faculty perception toward online education in a state college in the Philippines during the coronavirus disease 19 (COVID-19) pandemic. Universal Journal of Educational Research, 8(10), 4736-4742. https://doi.org/10.13189/ujer.2020.081044
  • Munawaroh, E. & Nurmalasari, Y. (2021). Student Resilience After Pandemic: Learning Loss Recovery. Psikoeduko: Jurnal Psikologi Edukasi dan Konseling, 1(2), 1-10.
  • Niebuhr, K. E., & Niebuhr, R. E. (1999). An empirical study of student relationships and academic achievement. Education, 119(4), 679-679.
  • OECD (2021). Education at a Glance 2021: OECD Indicators. OECD Publishing, Paris, https://doi.org/10.1787/b35a14e5-en
  • OECD (2020). Coronavirus special edition: Back to school. Trends Shaping Education Spotlights, No. 21, OECD Publishing, Paris, https://doi.org/10.1787/339780fd-en
  • OECD (2019). TALIS 2018 Results (Volume I): Teachers and school leaders as lifelong learners, TALIS. Paris: OECD Publishing. https://doi.org/10.1787/1d0bc92a-en
  • ÖRAV (2020). Pandemi Döneminde Gündelik Pratikler, Algı ve Eğitim ihtiyaçları araştırma Raporu [Daily Practices, Perception and Educational Needs Research Report in the Pandemic Period]. İstanbul: ÖRAV.
  • Page, E., Leonard-Kane, R., Kashefpakdel, E., Riggall, A., & Guerriero, S. (2021). Learning Loss, Learning Gains and Wellbeing: A Rapid Evidence Assessment. UNESCO: Education Development Trust.
  • Poulou, M.S. (2017). An examination of the relationship among teachers' perceptions of social-emotional learning, teaching efficacy, teacher-student interactions, and students' behavioral difficulties. International Journal of School & Educational Psychology, 5(2), 126-136. https://doi.org/10.1080/21683603.2016.1203851
  • Quilter-Pinner, H., & Ambrose, A. (2020). The 'new normal': The future of education after Covid–19. IPPR. Retrieved from http://www.ippr.org/research/publications/the-new-normal
  • Reimers, F. M. (2021). Eğitim ve COVID-19: Pandeminin yarattığı şoktan kurtulmak ve daha iyiyi yeniden inşa etmek [Education and COVID-19: Recovering from the shock of the pandemic and rebuilding for the better]. Retrieved from http://www.ibe.unesco.org/sites/default/files/resources/34_egitim_ve_covid-19_tur.pdf
  • Reimers, F., Schleicher, A., Saavedra, J., & Tuominen, S. (2020). Supporting the continuation of teaching and learning during the COVID-19 Pandemic. OECD. Retrieved from https://globaled.gse.harvard.edu/files/geii/files/supporting_the_continuation_of_teaching.pdf
  • Reinke, W. M., Stormont, M., Herman, K. C., Puri, R., & Goehl, N. (2011). Supporting children’s mental health in schools: Teacher perceptions of needs, roles, and barriers. School Psychology Quarterly, 26(1), 1-13. https://doi.org/10.1037/a0022714
  • Sarı, T., & Nayır, F. (2020). Pandemi dönemi eğitim: Sorunlar ve fırsatlar [Education in the Pandemic Period: Challenges and Opportunities]. Electronic Turkish Studies, 15(4), 959-975. https://doi.org/10.7827/TurkishStudies.44335
  • Saxena R, Gupta V, Rakheja V, Dhiman R, Bhardawaj A, Vashist P. (2021). Lifestyle modification in school‑going children before and after COVID‑19 lockdown. Indian Journal of Ophthalmol, 69(12), 3623-3629. https://doi.org/10.4103/ijo.IJO_2096_21
  • Saygı, H. (2021). Covid-19 pandemi uzaktan eğitim sürecinde sınıf öğretmenlerinin karşılaştığı sorunlar [Problems encountered by classroom teachers in the covid-19 pandemic distance education process]. Açıköğretim Uygulamaları ve Araştırmaları Dergisi, 7(2), 109-129. https://doi.org/10.51948/auad.841632
  • Seggie, F. N., & Bayyurt, Y. (Eds.) (2015). Nitel araştırma yöntem, teknik, analiz ve yaklaşımları [Qualitative research methods, techniques, analysis and approaches]. Ankara: Anı Yayıncılık.
  • Sezen-Gültekin, G., & Algın, G. (2021). Öğretmenlerin gözünden covid-19 pandemisinin eğitim sistemine yansımaları [Reflections of Covid-19 Pandemic on Educational System Through Teachers’ Eyes]. Education & Youth Research, 1(2), 62–81. Retrieved from https://eyor.org/index.php/anasayfa/article/view/18
  • Shenton, A. K. (2004). Strategies for ensuring trustworthiness in qualitative research projects. Education for information, 22(2), 63-75. https://doi.org/10.3233/EFI-2004-22201
  • Shindler, J. (2010). Transformative classroom management: Positive strategies to engage all students and promote a psychology of success. Jossey-Bass.
  • Simonsen, B., Fairbanks, S., Briesch, A., Myers, D., & Sugai, G. (2008). Evidence-based practices in classroom management: Considerations for research to practice. Education and Treatment of Children, 31(3), 351-380. Retrieved from https://www.jstor.org/stable/42899983
  • Sokal, L., Trudel, L. E., & Babb, J. (2020). Canadian teachers’ attitudes toward change, efficacy, and burnout during the COVID-19 pandemic. International Journal of Educational Research Open, 1. https://doi.org/10.1016/j.ijedro.2020.100016
  • Stamatis, P. J. (2021). Impact of COVID-19 on teaching and classroom management: Thoughts based on current situation and the role of communication. European Journal of Education and Pedagogy, 2(1), 57-63. http://dx.doi.org/10.24018/ejedu.2021.2.1.48
  • Stronge, J. H., Ward, T. J., & Grant, L. W. (2011). What makes good teachers good? A cross-case analysis of the connection between teacher effectiveness and student achievement. Journal of Teacher Education, 62(4), 339–355. https://doi.org/10.1177/0022487111404241
  • Şahan, B. E., & Parlar, H. (2021). Pandemi Döneminde Sınıf Öğretmenlerinin Karşılaştığı Problemler ve Çözüm Yolları [Problems Encountered by Classroom Teachers During the Pandemic Period and Solutions]. OPUS Uluslararası Toplum Araştırmaları Dergisi, 18(40), 2375-2407. https://doi.org/10.26466/opus.883814
  • Şenel Çoruhlu, T., & Uzun, A. (2021). Sınıf öğretmenlerinin uzaktan eğitim sürecinde karşılaştıkları problemlerin tespit edilmesi [Determining the Problems Faced by the Primary School Teachers in Distance Education]. Amasya Üniversitesi Eğitim Fakültesi Dergisi, 10(2), 61-79. https://doi.org/10.17539/amauefd.1024195
  • TEDMEM. (2022). 2021 eğitim değerlendirme raporu [2021 Education evaluation report] (TEDMEM Değerlendirme Dizisi 8). Ankara: Türk Eğitim Derneği.
  • The World Bank, UNESCO and UNICEF (2021). The State of the Global Education Crisis: A Path to Recovery. Washington D.C., Paris, New York: The World Bank, UNESCO, and UNICEF.
  • Thomas, L., & Beauchamp, C. (2007). Learning to live well as teachers in a changing world: Insights into developing a professional identity in teacher education. The Journal of Educational Thought (JET)/Revue de la Pensée Educative, 41(3), 229-243. Retrieved from https://www.jstor.org/stable/23765520?seq=1
  • Trust, T., & Whalen, J. (2020). Should teachers be trained in emergency remote teaching? Lessons learned from the covıd-19 pandemic. Journal of Technology and Teacher Education, 28(2), 189-199. Retrieved from https://www.learntechlib.org/primary/p/215995
  • Tschannen-Moran, M. (2000, Spring). The ties that bind: The importance of trust in schools. The Ohio Coalition of Essential Schools Essentially Yours, 4, 1-5. Retrieved from http://ohioces.org/documents/newsletters/S2000.pdf
  • Turner, J., & Patrick, H. (2004). Motivational influences on student participation in classroom learning activities. Teachers College Record, 106(9), 1759-1785. http://dx.doi.org/10.1111/j.1467-9620.2004.00404.x
  • TÜİK (2021). Çocuklarda Bilişim Teknolojileri Kullanım Araştırması [Information Technologies Use Research in Children] (22.12.2021). https://data.tuik.gov.tr/Bulten/Index?p=Cocuklarda-Bilisim-Teknolojileri-Kullanim-Arastirmasi-2021-41132
  • UNESCO (2020). Adverse Consequences of School Closures. UNESCO: Paris, France, 10 March 2020. Available online: https://en.unesco.org/covid19/educationresponse/consequences (accessed on 20 March 2022).
  • United Nations (2020). Policy Brief: Education during COVID-19 and beyond. Retrieved from https://www.un.org/development/desa/dspd/wp-content/uploads/sites/22/2020/08/sg_policy_brief_covid-19_and_education_august_2020.pdf
  • Walker, J. M., & Hoover-Dempsey, K. V. (2011). Why research on parental involvement is important to classroom management. In C. M. Evertson, & C. S. Weinstein (Eds.), Handbook of classroom management: Research, practice, and contemporary issues (pp. 665-684). Routledge.
  • Wang, G., Zhang, Y., Zhao, J., Zhang, J., & Jiang, F. (2020). Mitigate the effects of home confinement on children during the COVID-19 outbreak. The Lancet, 395(10228), 945-947. https://doi.org/10.1016/S0140-6736(20)30547-X
  • Weale S. 2020. ‘It’s been tumultuous’: Covid-19 stress takes toll on teachers in England, The Guardian. [online]: Available from theguardian.com/education/2020/dec/14/covid-stress-takes-toll-on-teachers-in-england.
  • World Bank. (2020). The COVID-19 pandemic: Shocks to education and policy responses. Retrieved from https://inee.org/sites/default/files/resources/148198.pdf
  • Xie, Z., & Yang, J. (2020). Autonomous learning of elementary students at home during the COVID-19 epidemic: A case study of the second elementary school in Daxie, Ningbo, Zhejiang Province, China. Best Evidence in Chinese Education, 4(2), 535-541. https://doi.org/10.15354/bece.20.rp009
  • Yaşar, S. (2021). Pandemi sonrası okula uyum sürecine yönelik okul psikolojik danışmanlarının görüşleri [Views of School Psychological Counselors Regarding the Process of School Adjustment after the Pandemic]. Muş Alparslan Üniversitesi Eğitim Fakültesi Dergisi, 1(2), 114-127.
  • Yeşilyurt, E. (2021). Koronavirüs (Covid-19) Pandemisinin Açık Bir Sistem Olarak Eğitime Yansıması [Reflection of the Coronavirus (Covid-19) Pandemic on Education as an Open System]. NSAC International Congress on Scientific Developments for Social and Education Sciences proceeding book (27-28 Mart 2021, Konya, Turkey), ISBN: 978-625-7609-20-3. Sf 114-127.
  • Yin, R.K. (2018). Case study research and applications: Design and methods (6th ed). USA: Sage.
Toplam 94 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Konular Eğitim Üzerine Çalışmalar
Bölüm Araştırma Makalesi
Yazarlar

Deniz Gülmez Bu kişi benim 0000-0002-9778-0431

Aydan Ordu Bu kişi benim 0000-0002-2068-7992

Yayımlanma Tarihi 31 Aralık 2022
Yayımlandığı Sayı Yıl 2022 Cilt: 6 Sayı: 2

Kaynak Göster

APA Gülmez, D., & Ordu, A. (2022). Back to the classroom: Teachers’ views on classroom management after Covid-19. International Journal of Modern Education Studies, 6(2), 257-286.