A phenomenological analysis of primary school teachers’ lived distance education experience during the COVID-19 pandemic in Turkey

Date
2022-09-19
Advisor
Supervisor
Co-Advisor
Co-Supervisor
Instructor
Source Title
Education 3-13
Print ISSN
Electronic ISSN
0300-4279
Publisher
Routledge
Volume
Issue
Pages
1 - 15
Language
English
Type
Article
Journal Title
Journal ISSN
Volume Title
Series
Abstract

The purpose of this phenomenological study was to investigate lived distance education (DE) experiences of primary school teachers and their perceptions about DE during the COVID-19 pandemic in Turkey. Twenty primary school teachers who actively taught online participated in online interviews. Phenomenological analysis of the interviews sought to reveal (1) the primary school teachers’ lived DE experience, and (2) their perceptions about DE during the pandemic. The current status of DE, effects of DE, and teachers’ perceptions of DE were the themes revealed. Results showed that teaching practice, interactivity, difficulties, needs, and inequality were the main issues revealed from the primary school teachers’ lived experience. The results also identified the perceived effects of DE on both teachers and students. According to their online experiences, the teachers’ perceptions about DE and their future plans with respect to online teaching were reported.

Course
Other identifiers
Book Title
Keywords
Primary school, Distance education, COVID-19, Teachers, Phenomenology
Citation
Published Version (Please cite this version)