Teachers in Math Lessons in the Digital Age: The Real Face of Distance Education

İbrahim Çetin

Makale detayları

Teachers in Math Lessons in the Digital Age: The Real Face of Distance Education

Yazarlar:

İbrahim Çetin

Yayıncı:

Necmettin Erbakan University

Ana Başlıklar:

Öğretmen Eğitimi ve Eğitimcilerin Mesleki Gelişimi | Matematik Eğitimi

Dergi:

Ahmet Keleşoğlu Eğitim Fakültesi Dergisi Vol.5 Issue 3, pp.1489-1514

Belge Tipi:

Makale

Yayın Tarihi:

10/2023

Belge Dili:

İngilizce

Document ID (Org No.):

2001301815

pISSN:

2687-1750

Anahtar kelimeler:

Özet:

 The COVID-19 pandemic has made distance education compulsory for all students in primary, secondary, and higher education in Turkey. This situation has brought about many changes in teaching methods, material use, assessment and evaluation processes, and course durations. This study investigates the effects of these changes on secondary school mathematics teachers and their adaptation processes. This study conducted using a qualitative approach as a case study, included 75 secondary school mathematics teachers working in Turkey in the 20202021 academic year. The data collection process was conducted online with a semi-structured interview form via Google Form. The obtained data were evaluated by content analysis. According to the findings of the research, teachers tend to provide skill-based questions as homework during the distance education process, rather than the lesson. Teachers who have negative judgments about assessment-evaluation processes find the course durations in distance education insufficient. Teachers who use different motivation tools in the distance education process, on the one hand, think that the process improves them; on the other hand, they expressed their concerns in terms of professional development. Teachers need more support and training to cope with the difficulties they face in the distance education process. In addition, they should be supported to improve themselves in online assessment and evaluation strategies and increase student participation.

 The COVID-19 pandemic has made distance education compulsory for all students in primary, secondary, and higher education in Turkey. This situation has brought about many changes in teaching methods, material use, assessment and evaluation processes, and course durations. This study investigates the effects of these changes on secondary school mathematics teachers and their adaptation processes. This study conducted using a qualitative approach as a case study, included 75 secondary school mathematics teachers working in Turkey in the 20202021 academic year. The data collection process was conducted online with a semi-structured interview form via Google Form. The obtained data were evaluated by content analysis. According to the findings of the research, teachers tend to provide skill-based questions as homework during the distance education process, rather than the lesson. Teachers who have negative judgments about assessment-evaluation processes find the course durations in distance education insufficient. Teachers who use different motivation tools in the distance education process, on the one hand, think that the process improves them; on the other hand, they expressed their concerns in terms of professional development. Teachers need more support and training to cope with the difficulties they face in the distance education process. In addition, they should be supported to improve themselves in online assessment and evaluation strategies and increase student participation.

 The COVID-19 pandemic has made distance education compulsory for all students in primary, secondary, and higher education in Turkey. This situation has brought about many changes in teaching methods, material use, assessment and evaluation processes, and course durations. This study investigates the effects of these changes on secondary school mathematics teachers and their adaptation processes. This study conducted using a qualitative approach as a case study, included 75 secondary school mathematics teachers working in Turkey in the 20202021 academic year. The data collection process was conducted online with a semi-structured interview form via Google Form. The obtained data were evaluated by content analysis. According to the findings of the research, teachers tend to provide skill-based questions as homework during the distance education process, rather than the lesson. Teachers who have negative judgments about assessment-evaluation processes find the course durations in distance education insufficient. Teachers who use different motivation tools in the distance education process, on the one hand, think that the process improves them; on the other hand, they expressed their concerns in terms of professional development. Teachers need more support and training to cope with the difficulties they face in the distance education process. In addition, they should be supported to improve themselves in online assessment and evaluation strategies and increase student participation.

 COVİD-19 salgını, Türkiyede okulöncesinden yüksek öğretime kadar tüm öğrencilere uzaktan eğitim yapılmasını zorunlu kılmıştır. Bu durum öğretim metotlarında, materyal kullanımında, ölçme-değerlendirme süreçlerinde ve ders sürelerinde birçok değişikliği beraberinde getirmiştir. Bu çalışma, bu değişikliklerin ortaokul matematik öğretmenleri üzerindeki etkilerini ve öğretmenlerin adaptasyon süreçlerini araştırmaktadır. Durum çalışması olarak nitel bir yaklaşımla yürütülen bu çalışmanın katılımcıları, 2020-2021 eğitim-öğretim yılında ortaokul düzeyinde farklı kurumlarda öğretim yapan 75 matematik öğretmenidir. Veri toplama işlemi, yarı yapılandırılmış görüşme formu kullanılarak çevrimiçi olarak Google Form üzerinden yapılmıştır. Elde edilen veriler içerik analizi ile değerlendirilmiştir. Araştırma sonuçlarına göre öğretmenler, uzaktan eğitimde ders sırasında beceri temelli soruları kullanmaktansa ödev olarak vermeyi tercih etmiştir. Ölçme-değerlendirme süreçleri konusunda olumsuz yargılara sahip olan öğretmenler, uzaktan eğitimde ders sürelerini yetersiz bulmaktadırlar. Uzaktan eğitim sürecinde farklı motivasyon araçları kullanana öğretmenler, bir yandan sürecin kendilerini geliştirdiğini düşünürken öte yandan da mesleki gelişim anlamda kaygılarını dile getirmişlerdir. Öğretmenler, uzaktan eğitim sürecinde karşılaştıkları zorluklarla başa çıkmak için daha fazla destek ve eğitime ihtiyaç duymaktadır. Ayrıca online ölçme ve değerlendirme stratejileri, öğrenci katılımını artırma gibi konularında kendilerini geliştirmeleri için desteklenmeleri gerekmektedir.

Makale detayları

Teachers in Math Lessons in the Digital Age: The Real Face of Distance Education

Yazarlar:

İbrahim Çetin

Yayıncı:

Necmettin Erbakan University

Ana Başlıklar:

Öğretmen Eğitimi ve Eğitimcilerin Mesleki Gelişimi | Matematik Eğitimi

Dergi:

Ahmet Keleşoğlu Eğitim Fakültesi Dergisi Vol.5 Issue 3, pp.1489-1514

Belge Tipi:

Makale

Yayın Tarihi:

10/2023

Belge Dili:

İngilizce

Document ID (Org No.):

2001301815

pISSN:

2687-1750

Distance Education

Math Teacher

Covid 19

Online Learning

Technological Pedagogical Content KnowledgeUzaktan Eğitim

Matematik Öğretmeni

Covid 19

Online Öğrenme

Teknolojik Pedagojik Alan Bilgisi

Sayı

Makale detayları

Yazarlar: İbrahim Çetin

Yayıncı: Necmettin Erbakan University

Ana Başlıklar: Öğretmen Eğitimi ve Eğitimcilerin Mesleki Gelişimi | Matematik Eğitimi

Dergi: Ahmet Keleşoğlu Eğitim Fakültesi Dergisi Vol.5 Issue 3, pp.1489-1514

Belge Tipi: Makale

Yayın Tarihi: 10/2023

Belge Dili: İngilizce

Document ID (Org No.): 2001301815

pISSN: 2687-1750

Sayı

Yazarlar:

İbrahim Çetin

Yayıncı:

Necmettin Erbakan University

Ana Başlıklar:

Öğretmen Eğitimi ve Eğitimcilerin Mesleki Gelişimi | Matematik Eğitimi

Dergi:

Ahmet Keleşoğlu Eğitim Fakültesi Dergisi Vol.5 Issue 3, pp.1489-1514

Belge Tipi:

Makale

Yayın Tarihi:

10/2023

Belge Dili:

İngilizce

Document ID (Org No.):

2001301815

pISSN:

2687-1750