Turkish preservice teachers’ experiences with emergency remote teaching: A phenomenological study
Issues in Educational Research, vol.31, no.1, pp.166-187, 2021 (ESCI, Scopus)
- Publication Type: Article / Article
- Volume: 31 Issue: 1
- Publication Date: 2021
- Journal Name: Issues in Educational Research
- Journal Indexes: Emerging Sources Citation Index (ESCI), Scopus, Periodicals Index Online, EBSCO Education Source, Education Abstracts, ERIC (Education Resources Information Center), Directory of Open Access Journals
- Page Numbers: pp.166-187
- Uşak University Affiliated: Yes
Abstract
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.