International Association of Educators   |  ISSN: 1554-5210

Original article | International Journal of Progressive Education 2021, Vol. 17(1) 404-420

The Problems Faced by Teachers in Turkey During the COVID-19 Pandemic and Their Opinions

Tufan Aytaç

pp. 404 - 420   |  DOI: https://doi.org/10.29329/ijpe.2021.329.26   |  Manu. Number: MANU-2006-28-0004

Published online: February 01, 2021  |   Number of Views: 100  |  Number of Download: 196


Abstract

The aim of this research is to reveal the problems faced by teachers in the education period during COVID-19 pandemic and to discuss their opinions regarding the process. As one of the qualitative research methods, the phenomenology pattern was used in the research. The study group consists of 80 teachers selected by using purposeful criterion sampling technique who work at public and private schools in different provinces of Turkey in 2019-2020 academic year. Within the context of the results of this study, it is observed that EBA TV/education portal plays an important role in meeting the educational needs of students and ensuring the continuity of education in COVID-19 pandemic process. Considering the themes and opinions that stand out in the context of teachers’ opinions, EBA TV/education portal is considered positive while there are problems with content, presentation and connection. According to the findings, the most common problems faced by the teachers during COVID-19 pandemic are students’ technical and hardware problems related to the internet connection, the inability of students to maintain their motivation to learn, the inability of parents to create a learning environment, and the lack of their support at home for their children. The majority of teachers have the opinion that the psychology of the students has been negatively affected during COVID-19 pandemic process, but there are also the students who could adapt to this process. An important finding in this study is that teachers think that their colleagues do not have necessary skills to use technology and they are low in motivation to use distance education technologies. Teachers think that after COVID-19 pandemic, things shall not be the same as before; the importance of school, teachers and face-to-face education shall be recognized again, and blended learning methods shall come to the fore.

Keywords: COVID-19, Pandemic, Education, Teacher, School, Student


How to Cite this Article?

APA 6th edition
Aytac, T. (2021). The Problems Faced by Teachers in Turkey During the COVID-19 Pandemic and Their Opinions . International Journal of Progressive Education, 17(1), 404-420. doi: 10.29329/ijpe.2021.329.26

Harvard
Aytac, T. (2021). The Problems Faced by Teachers in Turkey During the COVID-19 Pandemic and Their Opinions . International Journal of Progressive Education, 17(1), pp. 404-420.

Chicago 16th edition
Aytac, Tufan (2021). "The Problems Faced by Teachers in Turkey During the COVID-19 Pandemic and Their Opinions ". International Journal of Progressive Education 17 (1):404-420. doi:10.29329/ijpe.2021.329.26.

References
  1. Aktaş, M. C. (2014). Nitel veri toplama araçları. Kuramdan Uygulamaya Bilimsel Araştırma Yöntemleri. Ed. M. Metin, Ankara: Pegem Akademi Yayıncılık. [Google Scholar]
  2. Bilgin, N. (2006). Sosyal Bilimlerde İçerik Analizi: Teknikler ve Örnek Çalışmalar. 2. Baskı, Ankara: Siyasal Kitabevi.  [Google Scholar]
  3. Castellano, W. G. (2016). 21. yy İşgücü Adanmışlığı için Uygulamalar. Çev. Editörü: Doç.Dr. Özlem Kunday, Ankara: Nobel Akademik Yayıncılık. [Google Scholar]
  4. Brazendale, K., Beets, M.W., Weaver, R.G. et al. (2017). Understanding differences between summer vs. school obesogenic behaviors of children: the structured days hypothesis. International Journal of Behaviour Nutrition Physical Activity, vol. 14: p. 100. https://doi.org/10.1186/s12966-017-0555-2  [Google Scholar] [Crossref] 
  5. Brooks, S.K., Webster, R.K., Smith, L.E., et al. (2020). The psychological impact of quarantine and how to reduce it: rapid review of the evidence. Lancet 2020, Vol. 4., No. 5, p. 397-404. https://doi:10.1016/S0140-6736(20)30460-8 [Google Scholar] [Crossref] 
  6. Cao, W.,  Fanga, Z.,  Houc, G., Hana, M., Xua, X., Donga, J., Zhenga, J. (2020). The psychological impact of the COVID-19 epidemic on college students in China. Psychiatry Research, Vol. 287, 112934. https://doi: 10.1016/j.psychres.2020.112934 [Google Scholar] [Crossref] 
  7. Creswell, J. W. (2013). Research Design: Qualitative, Quantitative, and Mixed Methods Approaches. New York: Sage. [Google Scholar]
  8.           . (2017). Nitel Araştırmacılar için 30 Temel Beceri. Çev: Hasan Özcan. Anı Yayıncılık. Ankara. [Google Scholar]
  9. Çepni, S. (2010). Araştırma ve proje çalışmalarına giriş. Trabzon: Akademi Kitabevi. [Google Scholar]
  10. Duran., M. and Aytaç, T. (2016). Students’ Opinions on the Use of Tablet Computers in Education. European Journal of Contemporary Education, Vol.(15), Is. 1, pp.65-75. https://doi: 10.13187/ejced.2016.15.65. [Google Scholar] [Crossref] 
  11. ETF (2020). Coping with COVID-19: Mapping education and training responses to the health crisis in ETF partner countries. Torino, Italy: ETF Publishing.   [Google Scholar]
  12. Huang, R.H., Liu, D.J., Tlili, A., Yang, J.F., Wang, H.H., vd. (2020). Handbook on facilitating flexible learning during educational disruption: The Chinese experience in maintaining undisrupted learning in COVID-19 outbreak. Beijing: Smart Learning Institute of Beijing Normal University. https://iite.unesco.org/news/handbook-on-facilitating-flexible-learning-during-educational-disruption/ adresinden erişildi. [Google Scholar]
  13. Kırık, A. M. ve Özkoçak, V. (2020). Yeni dünya düzeni bağlamında sosyal medya ve yeni koronavirüs (covıd-19) pandemisi. Akademik Sosyal Araştırmalar Dergisi, Yıl: 7, Sayı: 45, Nisan 2020, s. 133-154. http://dx.doi.org/10.29228/SOBIDER.43146. [Google Scholar]
  14. Leung, C. C., Lam, T. H.  and  Cheng, K. K. (2020). Mass masking in the COVID-19 epidemic: people need guidance. The Lancet. Vol.395, No. 10228, p.945.  DOI: 10.1016/S0140-6736(20)30520-1. [Google Scholar]
  15. Marshall, C. and  Rossman, G. B. (2014). Designing Qualitative Research. New York: Sage. [Google Scholar]
  16. Miles, M. B. ve Huberman, A. M. (1994). Qualitative Data Analysis: An Expanded Sourcebook. 2nd Edition, CA: Sage Publication. [Google Scholar]
  17. OECD (2020). A framework to guide an education response to the COVID-19 Pandemic of 2020. Paris: OECD Publishing. [Google Scholar]
  18. Özer, M. (2020). Vocational education and training as “a friend in need” during coronavirus pandemic in Turkey. Bartın University Journal of Faculty of Education, 9(2), 1-7 [Google Scholar]
  19. Schwab, K. (2020, 25 Mart). COVID-19 is a litmus test for stakeholder capitalism. World Economic Forum. https://www.weforum.org/agenda/2020/03/covid-19-is-a-litmus-test-for-stakeholder-capitalism/ adresinden erişildi.  [Google Scholar]
  20. Sprang G. and Silman, M. (2013). Posttraumatic stress disorder in parents and youth after healthrelated disasters. Disaster Medicine and Public Health Preparedness, Vol.7: p.105-10. DOI: https://doi.org/10.1017/dmp.2013.22 [Google Scholar] [Crossref] 
  21. Tashakkori, A. ve Teddlie, C. (2010). Sage Handbook of Mixed Methods in Social & Behavioral Research. 2nd Ed., Thousand Oaks, CA: Sage. [Google Scholar]
  22. TEDMEM. (2020). COVID-19 Salgınında Öğrenmenin Sürdürülmesi. https://tedmem.org/covid-19/covid-19-salgininda-ogrenmenin-surdurulmesi#return-note-3280-1 adresinden 25 Nisan 2020 tarihinde erişildi. [Google Scholar]
  23. TEDMEM. (2020a). COVID-19 Salgını Sürecinde Öğretmenler. https://tedmem.org/covid-19/covid-19-salgini-surecinde-ogretmenler adresinden 25 Nisan 2020 tarihinde erişildi. [Google Scholar]
  24. UNESCO. (2020). COVID-19 educational disruption and response. https://en.unesco.org/covid19/educationresponse adresinden 25 Nisan 2020 tarihinde erişildi. [Google Scholar]
  25. UNESCO. (2020a). Webinar: UNESCO learning cities respond to COVID-19. What happened and What we done in Beijing and Wuhan? https://uil.unesco.org/system/files/gnlc_webinar_beijing_wuhan.pdf adresinden 25 Nisan 2020 tarihinde erişildi. [Google Scholar]
  26. Üstün, Ç. ve Özçiftçi, S. (2020) COVID-19 Pandemisinin Sosyal Yaşam ve Etik Düzlem Üzerine Etkileri: Bir Değerlendirme Çalışması. Anadolu Kliniği Tıp Bilimleri Dergisi, Ocak 2020; Cilt 25, Ek Sayı 1, s.142-153. [Google Scholar]
  27. Viner, R. M., Russell, S. J., Croker, H., et. al. (2020).  School closure and management practices during coronavirus outbreaks including COVID-19: a rapid systematic review. Lancet 2020, Vol. 4., No. 4, p. 397-404.https://doi.org/10.1016/S2352-4642(20)30095-X [Google Scholar] [Crossref] 
  28. WHO. (2020). World Health Organization. Director-General’s remarks at the media briefing on 2019- nCoV on 11 February 2020. https://www.who.int/dg/speeches/detail/who-director-general-s-remarks-at-themedia-briefing-on-2019-ncov-on-11-february-2020 (Son Erişim: 5 Mayıs 2020).  [Google Scholar]
  29. Yamamoto, G. T. ve Altun, D. (2020). Coronavirüs ve Çevrimiçi (Online) Eğitimin Önlenemeyen Yükselişi. Üniversite Araştırmaları Dergisi, Cilt 3, Sayı 1, s.25-34. [Google Scholar]
  30. Yıldırım, A. ve Şimşek, H. (2018). Sosyal Bilimlerde Nitel Araştırma Yöntemleri. 11. Baskı., Ankara: Seçkin Yayıncılık. [Google Scholar]