Analysis of Primary School Teachers’ Distance Education Practices during the Covid-19 Pandemic in the Context of Classroom Management
Analysis of Primary School Teachers’ Distance Education Practices during the Covid-19 Pandemic in the Context of Classroom Management

Summary/Abstract: This research employed a phenomenological design of qualitative research models to examine the views of primary school teachers about distance education during the pandemic in the context of classroom management. Fifteen teachers voluntarily participated in this research, conducted in Antakya, one of the central districts of Hatay province. The interview data collected during the fall semester of the 2020-2021 academic year were analyzed using a content analysis technique. As a result of the research, it was determined that the teachers frequently benefited from digital content and educational websites during the pre-class process and the class. It has been determined that visual materials are used frequently to motivate and attract students’ attention to the lesson. The lessons are generally taught through teacher-centered methods. Teachers did not think the environments where students attended online courses were suitable for teaching-learning processes. Teachers mostly determined the classroom rules related to the physical environment and technical subjects (keeping the microphone off, the camera on etc.). Planning and preparing before the lesson, using other lessons’ time to fulfill the course objectives, and assigning some activities as homework are the ways followed to manage and use class time effectively. The result showed that during the distance education process the communications with students were established through video calling and messaging after the class. The research showed that turning on the microphone, turning off the camera, being indifferent to the lesson, and interrupting the flow of the lesson are common problems in distance education. In addition, teachers experienced many problems during distance education due to technical/infrastructure issues, not having computers or cell phones for all students, simultaneous connection of more than one sibling to the lesson, parents’ not creating suitable class environments for the children, and incomplete/wrong learning. Teachers, who had constant communication with parents and continued dealing with students through WhatsApp groups after the lesson to cope with these problems, stated that their professional skills improved, but they were exhausted physically and emotionally.

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