Research article | Open Access
International Journal of Progressive Education 2021, Vol. 17(3) 229-249
Emergency Distance Education Experience Of Primary School Teachers Teaching First-Grade Students
pp. 229 - 249 | DOI: https://doi.org/10.29329/ijpe.2021.346.15
Publish Date: June 07, 2021 | Single/Total View: 127/712 | Single/Total Download: 166/1.187
Abstract
This study aims to ensure a better understanding of the stages ten primary school teachers have gone through after finding out that they are expected to offer online courses due to COVID-19 conditions. Contrary to the majority of articles that tend to emphasize the advantages of distance education while minimizing its difficulties, this study intends to arrive at a proper understanding of the phenomenon from the unique perspectives of practitioners. The phenomenological approach was particularly adopted to understand the experience of teachers, and the data obtained from the interviews were analyzed inductively. Study participants include 10 teachers who teach the first-grade students in a private primary school in Eskisehir, Turkey. The study results indicated four categories including 'first reactions', 'adaptation period', 'ongoing process', and 'suggestions for a better distance education'. In line with the aim, the study also presents both negative and positive aspects of emergency distance education.
Keywords: Distance Education, Primary School Teachers, First Grade, COVID-19, Phenomenological Approach
APA 7th edition
Uysal, D. (2021). Emergency Distance Education Experience Of Primary School Teachers Teaching First-Grade Students. International Journal of Progressive Education, 17(3), 229-249. https://doi.org/10.29329/ijpe.2021.346.15
Harvard
Uysal, D. (2021). Emergency Distance Education Experience Of Primary School Teachers Teaching First-Grade Students. International Journal of Progressive Education, 17(3), pp. 229-249.
Chicago 16th edition
Uysal, Derya (2021). "Emergency Distance Education Experience Of Primary School Teachers Teaching First-Grade Students". International Journal of Progressive Education 17 (3):229-249. https://doi.org/10.29329/ijpe.2021.346.15
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