Problems Encountered in Distance Initial Literacy Teaching During the Pandemic Period (Covid-19)

Abstract

This study aims to examine the problems encountered in the period of distance initial literacy teaching during the pandemic based on the first-grade primary school teachers' opinions. In this qualitative study, data were collected through the interview technique. The study group of the study was determined by the criterion sampling method. The study group consist of 11 classroom teachers who taught initial literacy teaching during pandemic period. The data were analyzed by content analysis using Maxqda software. The results of this study show that problems encountered in the distance initial literacy teaching during the pandemic period were grouped under three themes: "Technology", "Interaction," and "Initial Literacy Teaching Process". According to the opinions of classroom teachers, there were problems with internet access during this period. There are insufficient educational technology devices such as computers, tablet computers, etc. The competency of students and parents to use technology is quite insufficient. Students behaved arbitrarily on attendance to classes, and problems occurred in parental support, teacher-student communication, and teacher-parent communication. During the initial literacy teaching process, problems such as holding the pen incorrectly, not being able to organize the notebook, writing the letter incorrectly, not being able to understand and inability to combine sounds, and not being able to dictate were seen. Problems such as measurement and assessment problems, unable to feedback to students, and difficulty in following student progress were determined.