Primary Teachers Difficulties Related to Compulsory Distance Education During COVID-19

• Published in: Contemporary educational technology Vol. 14; no. 2; p. ep357
• Main Authors: Shagiakhmetova, Minzilya N., Bystritskaya, Elena V., Demir, Servet, Stepanov, Roman A., Grishnova, Elena E., Kryukova, Nina I.
• Format: Journal Article
• Language: English
• Published: Contemporary Educational Technology 01.04.2022
• Subjects: Access to Computers; Barriers; COVID-19; Distance Education; Elementary School Students; Elementary School Teachers; Equal Education; Expertise; Internet; Online Courses; Pandemics; Parent Participation; Poverty; School Closing; Student Motivation; Students with Disabilities; Teacher Burnout; Teacher Competencies; Teaching Conditions; Technical Assistance
• ISSN: 1309-517X; 1309-517X
• DOI: 10.30935/cedtech/11589

Due to a lack of preparation, teachers were not emotionally or cognitively prepared to use new approaches. Teachers discovered that while teaching online, elementary school teachers face various challenges. Summarizing and categorizing the difficulties encountered by primary school teachers in compulsory distance education will add to the literature, ensuring the dissemination of online instruction technological tools at both the distance education and primary education levels. The study sought to categorize the difficulties encountered by primary teachers. In order to figure out the purpose of the study, the study data including primary teachers in the COVID-19 period was synthesized. The study was accepted as a meta-synthesis. The education database ERIC was searched using the keywords "Primary Teacher", "Distance Education", and "Online Education"; and 79 studies were located as a result of the search. After eliminating ineligible studies, 23 of the 79 collected studies remained. As a result, students, parents, infrastructure, and teachers are all affected by the challenges. Cutting-edge technologies and a strong internet infrastructure are required for online education. Teachers are unable to maintain the minimum level of compulsory distance education due to limited internet connection and a lack of technological resources in many places. As a result of the strain, teachers felt inadequate. In many classrooms in poor countries, there is a lack of access to professional expertise and help for the use and integration of ICTs. COVID-19 has made this an issue for almost all schools, not just those in underdeveloped countries. The importance of online learning for elementary children and teachers has gotten considerably less attention. Teachers can take pedagogical diversity professional development training online and experience it as if they were students. The practical advantage of identifying the difficulties that teachers have faced is to aid teachers in overcoming such obstacles and to give the appropriate assistance. Successful distance education can only be achieved when teachers are supported in all areas of difficulty.