Abstract
In the research, it is aimed to analyze the roles of teachers teaching in distance education in the Covid-19 pandemic period and to investigate the obstacles encountered in the realization of these roles. The aim of the research is examined with the post-positivist paradigm and analyzed with the phenomenological design which is one of the qualitative research methods. In the research, participants were chosen from the teachers of Mathematics, Foreign Language, Science, Turkish and Social Studies who teach at least 15 hours or more per week in distance education. The data collection process in which data triangulation was performed included diaries kept by teachers for five days, individual interviews and focus group interviews. Transcripted data were analyzed by content analysis technique. According to the findings of the research, it was observed that the roles of the teachers who participated in the study were “communicator”, “collaborator”, “facilitator” and “learner” teacher during the distance education in Covid-19 pandemic. It has been observed that there are obstacles in the realization of roles in issues such as injustice / inequality in education, subject-centered program, structure of the education program, professional development, student and parent unwillingness. Teachers stated the features that teachers should have in the process of distance education as technopedagogical content knowledge, planning instructional activities, being able to measure distance assessment and provide student motivation.
Highlights
Education is the most effective dynamic in resolving the existential pain of a society regarding its present and future
These reflexes shown in a crisis situation are interpreted as successful; it is seen that there are scientific gaps in the analysis and evaluation of distance education caused by the pandemic
The experiences of the teachers involved in distance education applications during the Covid-19 pandemic process and their interpretations of teacher roles are presented
Summary
Education is the most effective dynamic in resolving the existential pain of a society regarding its present and future. There are strong relationships between the achievements of the individuals in the educational processes and the fulfillment of the functions of the society. With the emergence of the Covid-19 pandemic, societies tried to adapt to the changes in social, cultural, economic and educational fields (Tzifopoulos, 2020). Countries have taken various measures against emerging problems (ETF, 2020). Along with Turkey, most countries have suspended face-to-face education practices due to pandemic-related reasons and alternative education practices have come to the fore. These reflexes shown in a crisis situation are interpreted as successful; it is seen that there are scientific gaps in the analysis and evaluation of distance education caused by the pandemic
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