Turkish preservice teachers’ experiences with emergency remote teaching: A phenomenological study

ÖZÜDOĞRU F.

Issues in Educational Research, cilt.31, sa.1, ss.166-187, 2021 (ESCI, Scopus) identifier

  • Yayın Türü: Makale / Tam Makale
  • Cilt numarası: 31 Sayı: 1
  • Basım Tarihi: 2021
  • Dergi Adı: Issues in Educational Research
  • Derginin Tarandığı İndeksler: Emerging Sources Citation Index (ESCI), Scopus, Periodicals Index Online, EBSCO Education Source, Education Abstracts, ERIC (Education Resources Information Center), Directory of Open Access Journals
  • Sayfa Sayıları: ss.166-187
  • Uşak Üniversitesi Adresli: Evet

Özet

This research studies the lived experiences of preservice teachers who were provided with emergency remote teaching due to the Covid-19 pandemic. It is a qualitative study employing a phenomenological design. The participants were 24 preservice teachers studying at Usak University, a state university in Turkey. The data were collected through phenomenological interviews and subjected to phenomenological analysis. As a result, four themes emerged: successful implementation factors, challenges, opportunities, and suggestions for improved learning. It was revealed that preservice teachers experienced pedagogical, technological and social-emotional challenges which far outweighed the opportunities, such as sustainability of education and flexible assessment approach.