Investigation of Teacher Roles in Educational Practices in the COVID-19 Pandemic: A Phenomenological Study

Autor/inn/en	Temelli, Dincer; Kartal, Osman Yilmaz; Sahin, Çavus; Yazgan, Akan Deniz
Titel	Investigation of Teacher Roles in Educational Practices in the COVID-19 Pandemic: A Phenomenological Study
Quelle	In: International Journal of Curriculum and Instructional Studies, 11 (2021) 2, S.309-332 (24 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Temelli, Dincer) ORCID (Kartal, Osman Yilmaz) ORCID (Sahin, Çavus) ORCID (Yazgan, Akan Deniz)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2146-3638
Schlagwörter	Teacher Role; Educational Practices; COVID-19; Pandemics; Distance Education; Educational Change; Phenomenology; Teacher Attitudes; Language Teachers; Mathematics Teachers; Science Teachers; Content Analysis; Turkish; Social Studies; Equal Education; Student Centered Learning; Faculty Development; Barriers; Parent Attitudes; Student Attitudes; Technological Literacy; Pedagogical Content Knowledge + Suchen Sie Ihr Suchwort? Lehrerrolle; Bildungspraxis; Distance study; Distance learning; Fernunterricht; Bildungsreform; Phenomenological psychology; Phänomenologie; Psychologie; Lehrerverhalten; Language teacher; Sprachunterricht; Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Science; Science teacher; Wissenschaft; Inhaltsanalyse; Türkisch; Gemeinschaftskunde; Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit; Elternverhalten; Schülerverhalten; Technisches Wissen; Pädagogische Kompetenz
Abstract	In the research, it is aimed to analyze the roles of teachers teaching in distance education in the Covid-19 pandemic period and to investigate the obstacles encountered in the realization of these roles. The study was conducted phenomenological research. The criterion sampling technique is used to select participants. Participants were chosen from the teachers of Mathematics, Foreign Language, Science, Turkish and Social Studies who teach at least 15 hours or more per week in distance education. The data collection process in which data triangulation was performed included diaries kept by teachers for five days, individual interviews and focus group interviews. Transcripted data were analyzed by content analysis technique. The roles of the teachers who participated in the study were "communicator", "collaborator", "facilitator" and "learner" teacher during the distance education in COVID-19 pandemic. There are obstacles in the realization of roles in issues such as injustice / inequality in education, subject-centered program, structure of the education program, professional development, student and parent unwillingness. The features that teachers should have in the process of distance education as technopedagogical content knowledge, planning instructional activities, being able to measure distance assessment and provide student motivation. (As Provided).
Anmerkungen	Curriculum and Instruction Association. Egitim Programlari ve Ogretim Dernegi, Hatay Sokak, No: 6/12, Kizilay, Turkey. Tel: +90-541-4690906; e-mail: ijocisjournal@gmail.com; Web site: http://www.ijocis.com/index.php/ijocis/index
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01