A Case Study on Online Teaching during the COVID-19 Pandemic Perceived by Primary School Teachers

Autor/inn/en	Sari, Mehmet Hayri; Saralar Aras, Ipek
Titel	A Case Study on Online Teaching during the COVID-19 Pandemic Perceived by Primary School Teachers
Quelle	In: International Journal of Psychology and Educational Studies, 9 (2022) 2, S.440-449 (10 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Sari, Mehmet Hayri) ORCID (Saralar Aras, Ipek)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2148-9378
Schlagwörter	Case Studies; Web Based Instruction; COVID-19; Pandemics; Elementary School Teachers; Mathematics Instruction; Science Instruction; Technology Uses in Education; Distance Education; Online Courses; Foreign Countries; Turkey + Suchen Sie Ihr Suchwort? Case study; Fallstudie; Case Study; Web Based Training; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Mathematics lessons; Mathematikunterricht; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Distance study; Distance learning; Fernunterricht; Online course; Online-Kurs; Ausland; Türkei
Abstract	Research shows that teachers are one of the most influential factors in student learning in online classrooms during the COVID-19 pandemic and discusses teachers' efforts to get the most out of their online classrooms with their students. However, how the teachers experience online teaching is understudied. To address this concern, this case study aimed at revealing the experiences of primary school teachers in online teaching during the COVID-19 pandemic with a particular focus on the difficulty in teaching different subjects such as mathematics and science. The participants were 12 primary school teachers working in different places (e.g., village and district) with various professional experiences in years (such as 1-10 years and 11-20 years). The data was generated through semi-structured interviews and analyzed by content analysis. The results revealed four main themes, namely guidance and support, planning and instruction, technical issues, and the use of technological tools. Since most of the results were contextual, it is suggested that schools provide some school-based training to support teachers and parents in this process. When the results of the research are evaluated, it is important that university teacher education departments provide comprehensive pedagogical support, especially for pre-service teachers who will be the teachers of the future and families to improve online learning. (As Provided).
Anmerkungen	International Journal of Psychology and Educational Studies. Sakarya University, Faculty of Education, Department of Educational Sciences, Sakarya, Turkey. e-mail: ijpesjournal@gmail.com; Web site: https://dergipark.org.tr/tr/pub/pes
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01