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

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buir.contributor.authorAlbayrak, Duygu
buir.contributor.orcidAlbayrak, Duygu|0000-0002-8231-8623
dc.citation.epage15en_US
dc.citation.spage1en_US
dc.contributor.authorUgur-Erdogmus, F.
dc.contributor.authorAlbayrak, Duygu
dc.date.accessioned2023-02-23T16:50:31Z
dc.date.available2023-02-23T16:50:31Z
dc.date.issued2022-09-19
dc.departmentInformation Systems and Technologiesen_US
dc.description.abstractThe 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.en_US
dc.description.provenanceSubmitted by Samet Emre (samet.emre@bilkent.edu.tr) on 2023-02-23T16:50:31Z No. of bitstreams: 1 A_phenomenological_analysis_of_primary_school_teachers’_lived_distance_education_experience_during_the_COVID-19_pandemic_in_Turkey.pdf: 1665706 bytes, checksum: 3c3c4b6e5dec6b0c9c38ae2c698013f6 (MD5)en
dc.description.provenanceMade available in DSpace on 2023-02-23T16:50:31Z (GMT). No. of bitstreams: 1 A_phenomenological_analysis_of_primary_school_teachers’_lived_distance_education_experience_during_the_COVID-19_pandemic_in_Turkey.pdf: 1665706 bytes, checksum: 3c3c4b6e5dec6b0c9c38ae2c698013f6 (MD5) Previous issue date: 2022-09-19en
dc.identifier.doi10.1080/03004279.2022.2124879en_US
dc.identifier.eissn0300-4279
dc.identifier.urihttp://hdl.handle.net/11693/111653
dc.language.isoEnglishen_US
dc.publisherRoutledgeen_US
dc.relation.isversionofhttps://doi.org/10.1080/03004279.2022.2124879en_US
dc.source.titleEducation 3-13en_US
dc.subjectPrimary schoolen_US
dc.subjectDistance educationen_US
dc.subjectCOVID-19en_US
dc.subjectTeachersen_US
dc.subjectPhenomenologyen_US
dc.titleA phenomenological analysis of primary school teachers’ lived distance education experience during the COVID-19 pandemic in Turkeyen_US
dc.typeArticleen_US

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