An Investigation of Teacher Perspectives on Emergency Remote Teaching Implemented in Science and Art Centers during the COVID-19 Pandemic

Abstract

The purpose of this study was to determine teacher perspectives on emergency remote teaching conducted during the COVID-19 pandemic in science and art centers. The study was carried out using a phenomenological qualitative research design with 41 science and art center teachers from 17 different majors. A content analysis method was employed in this study that used a criterion sampling method and collected data through a semi-structured interview form. The study found that most teachers have not received any training on distance education, technique-based teaching cannot be employed in remote teaching processes, the planned activities remain unfinished, student-student and student-teacher interactions decrease, teachers mostly conduct emergency remote teaching online, and teachers improved themselves in technological equipment and the knowledge of teaching profession together with emergency remote teaching. It was also found that student participation is low and teachers find face-to-face education more effective than emergency remote teaching, experience problems in feedback and revision, cannot perform observation-based measurement and evaluation, and emergency remote teaching increases the workload. Teachers expected that the distance education could be carried out on a part-time basis after the pandemic and that they receive in-service education regarding distance education.