考察一年级教师应对新冠肺炎疫情对教学影响的经验和做法

Q3 Social Sciences
E. Uzun, Eda Butun Kar, Y. Ozdemir
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引用次数: 6

摘要

背景/目的-小学一年级非常重要,特别是在土耳其,学前教育不是强制性的。对于那些没有接受过学前教育或准备程度较低的学生来说,开始上小学可能是一个非常具有挑战性的过程。由于大流行病,这些困难随着紧急远程教育的实施而增加。本研究旨在确定小学一年级教师在疫情期间所面临的困难。材料/方法-现象学研究作为定性研究方法之一,在当前的研究中得到了应用。以半结构式访谈表作为数据收集工具,对15名小学一年级教师进行访谈。结果-研究分析了紧急远程教育项目中遇到的问题,包括重点、学习损失、作业、教科书、课程、设备问题、屏幕时间、硬件缺陷、互联网接入、连接问题、缺勤、沟通问题、家庭条件、国家期望、家庭支持不足和安全问题。它还根据口罩、社会距离、卫生、适应问题、社会化和父母等类别审查了面对面培训过程中遇到的问题。结论——据报道,参与教师在紧急远程教育中遇到的最重大问题是学生的学习损失。其他问题还包括学生长时间坐在屏幕前、没有为远程教育准备好教材、没有为教师提供上网等基本教学必需品。在面授教学中,由于担心感染病毒而产生的焦虑,以及学生难以适应面授教学,对教师产生了负面影响。版权所有©2021
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Examining first-grade teachers’ experiences and approaches regarding the impact of the COVID-19 pandemic on teaching and learning
Background/purpose – Elementary school first-grade is very important, particularly in Turkey where preschool education is not compulsory. For students who have not received preschool education or those with low levels of preparedness, starting elementary school can be very challenging process. These difficulties have increased with the implementation of emergency distance education due to the pandemic. This study aims to determine the difficulties that first-grade elementary school teachers have faced during the pandemic. Materials/methods – Phenomenological study, as one of the qualitative research methods, was applied in the current study. A semi-structured interview form was prepared as a data collection tool, and then interviews were conducted with 15 first-grade elementary school teachers. Results – The study analyzed problems experienced during the emergency distance education program under the categories of focusing, learning losses, homework, textbooks, curriculum, equipment problems, screen time, hardware deficiencies, Internet access, connectivity problems, absenteeism, communication problems, home conditions, expectations from the state, inadequate family support, and security problems. It also examined problems experienced during the face-to-face training process under the categories of facemasks, social distancing, hygiene, adaptation problems, socialization, and parents. Conclusion – The most significant problem that the participant teachers experienced during the emergency distance education was reported to be the learning losses of students. The other problems were determined to be the long periods of time students spent in front of a screen, educational materials not having been prepared for distance education, and not providing teachers with fundamental necessities for lessons such as Internet connectivity. In face-to-face education, the anxiety caused by fear of contracting the virus, and the difficulties of students to adapt to face-to-face education was seen to negatively affect the teachers. Copyright © 2021
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来源期刊
Educational Process International Journal
Educational Process International Journal Social Sciences-Education
CiteScore
3.40
自引率
0.00%
发文量
10
审稿时长
20 weeks
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