In this qualitative case study, we investigated teachers' experiences of distance education during the COVID-19 pandemic in Turkey. Participants were 69 elementary school teachers at varying levels of experience. The purpose of the study was to explore elementary school teachers' experiences regarding advantages and challenges of distance education, and the deficiencies in learning outcomes that they observed in their students during the instructional processes. To explore the teachers’ experiences, we conducted semi-structured interviews with them. We analyzed the data obtained from the interviews using the coding analysis method. The results show that participants quickly learned how to use technological platforms, improved their technological literacy skills, and ensured the continuity of education for students through online learning opportunities. Participants also addressed the challenges they were confronted with in the process of adjustment. Most challenges included inequality of opportunities, problems with technology, insufficient socialization, amotivation, low involvement and poor preparation for online education, as well as non-authentic interaction. Participants stated that they observed a decrease in students' reading comprehension and writing skills, an increase in mathematical operation errors, inability to achieve high-level goals, and a decrease in their motivation to learn during distance education. For this reason, they did not believe that distance education met adequately students’ needs, educational and pedagogical standards.
Recommended CitationİLTER, İLHAN and IZGAR, GÖKHAN. (2022). Elementary School Teachers' Experiences of Distance Education during the COVID-19 Pandemic in Turkey. i.e.: inquiry in education: Vol. 14: Iss. 1, Article 8.
Retrieved from: https://digitalcommons.nl.edu/ie/vol14/iss1/8