Okul Yöneticisi ve Öğretmenlerin Bakış Açısıyla Uzaktan Öğretim Kavramı

Abstract

The purpose of this study is to determine how the phenomenon of distance education is perceived by school administrators and teachers through metaphors. Phenomenological design, one of the qualitative research methods, was used in the study. The easily accessible situation sampling technique was used to determine the study group of the study. 179 school administrators and teachers working in Bingol province voluntarily participated in the study in the 2020-2021 academic year. In the research, the form containing the metaphor sentence and personal information was prepared in Google form and sent to the participants via tools such as e-mail, What Sapp, and Facebook. Participants were asked to complete the metaphor sentence. The "content analysis" technique was used in the analysis of the data obtained in the study. As a result of the study, when the contents of the metaphors created by male and female participants for the concept of distance education were examined, it was concluded that distance education was an inadequate, ineffective, and non-interactive form of education. Considering the sample explanations of the categories, it is seen that most of them have negative qualities. Looking at the findings, it can be said that there is no significant difference in terms of gender among the metaphors in which the participants expressed their perceptions about distance education. It is recommended that policy developers primarily focus on the issues involving negative metaphors and make improvements by developing new practices on these issues.

Undergraduates’ Conceptions of Online Education and Technological Mediation

“…It was further argued that teachers' pedagogical and technological practices cannot be fully understood without taking the social and cultural norms of their specific cultures into consideration (Adam, 2017). In another study, it was found that both school administrators and teachers have negative perceptions of online education (Demirbilek et al, 2021). With research addressing these issues, the societal roots of particular perceptions of online education might be traced and the relationship between contextual factors, preferred ways of learning and teaching, and technology mediation can be better understood (Shah et al, 2020).…”

The problems faced by Turkish teacher candidates during the distance education practices in the epidemic period, the school experience of the Turkish lesson and the problems they encountered in the teaching practice

“…Alanyazında bu sonucu destekleyen birçok araştırma vardır(Öztürk, Kırcı ve Turan, 2021;Pınarcıoğlu, Kanbak ve Önver, 2021;Sezgin ve Fırat, 2020). Diğer taraftan öğrencilerin teknolojik sorunları bahane ederek derslere katılmaması ve zaman zaman dersleri sabote etmesi gibi sorunlar için öğrencilere uzaktan eğitime uyum eğitiminin verilmesi faydalı olabilir(Cantürk ve Cantürk, 2021;Demirbilek, Demirtaş, Han ve Atila, 2021).Temel dil becerileri öğretiminde karşılaşılan sorunlara ilişkin bulgular incelendiğinde öğretmen adaylarının altı farklı soruna dikkat çektiği görülür. Bu sorunlar içerisinde beceri alanlarına eşit derecede önem verilmediğini ve temel dil becerilerine dayalı etkinliklerin süre sınırına takıldığını ifade eden görüşler diğerlerine göre ön plana çıkmaktadır.…”