COVID-19 and Primary School 1st Grade in Turkey: Starting Primary School in The Pandemic Based on Teachers' Views

Yıl 2021, Cilt: 3 Sayı: 1, 15 - 24, 15.01.2021

Mustafa Fidan

https://doi.org/10.52105/temelegitim.3.1.2

Cited By: 4

Öz

The COVID-19 pandemic initiated an extensive and sudden digital transformation in the education. Suddenly, an entire of students had to start managing and mastering with digital tools to participate in their compulsory basic education. In this study, starting primary school first grade remotely is examined according to teachers' views. The research method is qualitative phenomenology study. The study group consists of nine teachers determined by purposeful sampling. Three of these teachers work in the village, three in the city center, and three in a private school. The data collected from teachers with the interview technique were analyzed using content analysis. According to the results of the research, teachers' views on distance education in the first grade of primary school were divided into two groups, positive and negative. While teachers have positive views in the parent participation, academic and convenience categories, they have negative views in the social, equal opportunity, psychology and academic categories. The experiences of teachers in the first grade of primary school show that first reading and writing can be achieved remotely. It is very important to reduce the social, psychological and equal opportunity problems.

Anahtar Kelimeler

covid-19, emergency remote teaching, primary school, 1st grade

Kaynakça

• Aguliera, E., & Nightengale-Lee, B. (2020). Emergency remote teaching across urban and rural contexts: perspectives on educational equity. Information and Learning Sciences. 121 (5/6), 471-478
• Akat, M. & Karataş, K. (2020). Psychological effects of COVID-19 Pandemic on society and its reflections on education. Turkish Studies, 15(4), 1-13. https://dx.doi.org/10.7827/TurkishStudies.44336
• Almanssori, S., & Hillier, K. M. (2020). Frontline Workers from Home: A Feminist Duoethnographic Inquiry of Mothering, Teaching, and Academia during the Initial Stages of the COVID-19 Pandemic. Journal of the Motherhood Initiative for Research and Community Involvement. 11(2), 171-193.
• Anwar, N., Kristiadi, D. P., Novezar, F. A., Tanto, P. A., Septha, K., Ardhia, P., ... & Abraham, J. (2020). Learning Math through Mobile Game for Primary School Students. Sylwan, 164(5), 346-352.
• Bao, X., Qu, H., Zhang, R., & Hogan, T. P. (2020). Modeling Reading Ability Gain in Kindergarten Children during COVID-19 School Closures. International Journal of Environmental Research and Public Health, 17(17), 6371.
• Bergdahl, N., Nouri, J. (2020). Covid-19 and Crisis-Prompted Distance Education in Sweden. Tech Know Learn. https://doi.org/10.1007/s10758-020-09470-6
• Bozkurt, A., & Sharma, R. C. (2020). Emergency remote teaching in a time of global crisis due to CoronaVirus pandemic. Asian Journal of Distance Education, 15(1), i-vi.
• Creswell, J. W., & Poth, C. N. (2016). Qualitative inquiry and research design: Choosing among five approaches. Sage publications
• Dwivedi, Y. K., Hughes, D. L., Coombs, C., Constantiou, I., Duan, Y., Edwards, J. S., ... & Raman, R. (2020). Impact of COVID-19 pandemic on information management research and practice: Transforming education, work and life. International Journal of Information Management, 55, 102211.
• Fidan, M. (2020). Education in the uncertainty of COVID 19: Teachers' views on emergency remote teaching in primary school. Uşak Üniversitesi Eğitim Araştırmaları Dergisi, 6(2), 24-43.
• Garbe, A., Ogurlu, U., Logan, N., & Cook, P. (2020). Parents’ Experiences with Remote Education during COVID-19 School Closures. American Journal of Qualitative Research, 4(3), 45-65.
• Gassman-Pines, A., Ananat, E. O., & Fitz-Henley, J. (2020). COVID-19 and parent-child psychological well-being. Pediatrics, 146(4).
• Giorgi, A. (1997). The theory, practice, and evaluation of the phenomenological method as a qualitative research procedure. Journal of phenomenological psychology, 28(2), 235-260.
• Hebebci, M. T., Bertiz, Y., & Alan, S. (2020). Investigation of views of students and teachers on distance education practices during the Coronavirus (COVID-19) Pandemic. International Journal of Technology in Education and Science (IJTES), 4(4), 267-282.
• Iivari, N., Sharma, S., & Ventä-Olkkonen, L. (2020). Digital transformation of everyday life–How COVID-19 pandemic transformed the basic education of the young generation and why information management research should care?. International Journal of Information Management, 55, 102183.
• Keskin, M., & Kaya, D. Ö. (2020). COVID-19 sürecinde öğrencilerin web tabanlı uzaktan eğitime yönelik geri bildirimlerinin değerlendirilmesi. İzmir Katip Çelebi Üniversitesi Sağlık Bilimleri Fakültesi Dergisi, 5(2), 59-67
• Kim, J. (2020). Learning and teaching online during Covid-19: Experiences of student teachers in an early childhood education practicum. International Journal of Early Childhood, 52(2), 145-158.
• Korkmaz, G., & Toraman, Ç. (2020). Are we ready for the post-COVID-19 educational practice? An investigation into what educators think as to online learning. International Journal of Technology in Education and Science (IJTES), 4(4), 293-309.
• Kruszewska, A., Nazaruk, S., & Szewczyk, K. (2020). Polish teachers of early education in the face of distance learning during the COVID-19 pandemic–the difficulties experienced and suggestions for the future. Education 3-13, 1-12.
• Langlois, S., Xyrichis, A., Daulton, B. J., Gilbert, J., Lackie, K., Lising, D., ... & Khalili, H. (2020). The COVID-19 crisis silver lining: interprofessional education to guide future innovation. Journal of interprofessional care, 34(5), 587-592.
• Lathifah, Z. K., Helmanto, F., & Maryani, N. (2020). The practice of effective classroom management in COVID-19 time. International Journal of Advanced Science and Technology, 29(7). 3263-3271
• Lefever, S., Dal, M., & Matthiasdottir, A. (2007). Online data collection in academic research: advantages and limitations. British Journal of Educational Technology, 38(4), 574-582.
• Lobe, B., Morgan, D., & Hoffman, K. A. (2020). Qualitative data collection in an era of social distancing. International Journal of Qualitative Methods, 19, 1609406920937875.
• Malpique, A. A., Pino-Pasternak, D., & Roberto, M. S. (2020). Writing and reading performance in Year 1 Australian classrooms: Associations with handwriting automaticity and writing instruction. Reading and Writing, 33(3), 783-805.
• MEB, (2020a). The roadmap of the distance education period that will last until September 18. http://www.meb.gov.tr/18-eylule-kadar-surecek-uzaktan-egitim-doneminin-yol-haritasi/haber/21499/tr
• MEB, (2020b). Face-to-face education begins in schools. Press release dated 08.09.2020. http://www.meb.gov.tr/okullarda-yuz-yuze-egitim-basliyor/haber/21601/tr
• Patrick, S. W., Henkhaus, L. E., Zickafoose, J. S., Lovell, K., Halvorson, A., Loch, S., ... & Davis, M. M. (2020). Well-being of parents and children during the COVID-19 pandemic: a national survey. Pediatrics, 146(4).
• Ritchey, K. D., & Coker Jr, D. L. (2014). Identifying writing difficulties in first grade: An investigation of writing and reading measures. Learning Disabilities Research & Practice, 29(2), 54-65.
• Rose S. (2020). Medical student education in the time of COVID19. JAMA. 323(21), 2131-2132.
• Schleicher, A. (2020). The impact of covid-19 on education insights from education at a glance 2020. Retrieved from oecd. org website: https://www. oecd. org/education/the-impact-of-covid-19-on-education-insights-education-at-a-glance-2020. pdf.
• Scull, J., Phillips, M., Sharma, U., & Garnier, K. (2020). Innovations in teacher education at the time of COVID19: an Australian perspective. Journal of Education for Teaching, 46(4), 497-506.
• Sharifi, A., & Khavarian-Garmsir, A. R. (2020). The COVID-19 pandemic: Impacts on cities and major lessons for urban planning, design, and management. Science of The Total Environment, 142391.
• Shearer, R. L., Aldemir, T., Hitchcock, J., Resig, J., Driver, J., & Kohler, M. (2020). What students want: A vision of a future online learning experience grounded in distance education theory. American Journal of Distance Education, 34(1), 36-52.
• Sirem, Ö., & Baş, Ö. (2020). Distance Education Experiences of Primary School Students with Reading Difficulties in the Covid-19 Process. Electronic Turkish Studies, 15(4), 993-1011.
• 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, 100016.
• Suryaman, M., Cahyono, Y., Muliansyah, D., Bustani, O., Suryani, P., Fahlevi, M., ... & Munthe, A. P. (2020). COVID-19 pandemic and home online learning system: Does it affect the quality of pharmacy school learning?. Systematic Reviews in Pharmacy, 11(8), 524-530.
• Telli, S. G. ve Altun, D. (2020). The Coronavirus and the rising of online education. Üniversite Araştırmaları Dergisi, 3(1), 25-34.
• Whittle, C., Tiwari, S., Yan, S., & Williams, J. (2020). Emergency remote teaching environment: a conceptual framework for responsive online teaching in crises. Information and Learning Sciences, 121 (5-6), 311-319.
• Wollscheid, S., Sjaastad, J., & Tømte, C. (2016). The impact of digital devices vs. Pen (cil) and paper on primary school students' writing skills–A research review. Computers & Education, 95, 19-35.
• Yurtbakan, E., & Akyıldız, S. (2020). Sınıf Öğretmenleri, İlkokul Öğrencileri ve Ebeveynlerin Covid-19 İzolasyon Döneminde Uygulanan Uzaktan Eğitim Faaliyetleri Hakkındaki Görüşleri. Electronic Turkish Studies, 15(6). 949-977.