ERIC Number: EJ1423632
Record Type: Journal
Publication Date: 2024
Pages: 15
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0300-4279
EISSN: EISSN-1475-7575
A Phenomenological Analysis of Primary School Teachers' Lived Distance Education Experience during the COVID-19 Pandemic in Turkey
Education 3-13, v52 n5 p703-717 2024
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.
Descriptors: Foreign Countries, Elementary School Teachers, Teaching Experience, COVID-19, Pandemics, Distance Education, Barriers, Teacher Attitudes
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Turkey
Grant or Contract Numbers: N/A