Professional and Parenting Experiences of Teachers Related To Distance Education

• Published in: Yaşam becerileri psikoloji dergisi Vol. 5; no. 10; pp. 81 - 100
• Main Authors: Senel CITAK, Umit PEKDEMIR
• Format: Journal Article
• Language: English
• Published: Muhammed Yıldız 01.12.2021
• Subjects: academic development; parents; physical development; professional experiences; psychosocial development
• ISSN: 2587-1536
• DOI: 10.31461/ybpd.1030193

Obviously, all aspects of the conditions brought along by distance education applications should be understood to come through more substantial from the pandemic processes that still have an impact on education and social life. Investigating teacher and parenting roles become important when strengthening the educational process is on the agenda. Especially in the new period starting with the normalization process, early recognition of possible problems that may be seen in teachers and children, preventing them, and making the education process efficient will be priorities. For this purpose, teachers' professional and parenting experiences working in schools affiliated to the Ministry of National Education related to distance education implemented during the pandemic process were examined. The research is a descriptive study carried out according to the phenomenology pattern, one of the qualitative research methods. A purposeful sampling method was used in the study. The research study group consists of 11 (F=5, M=6) teachers from different branches working in primary, secondary, and high schools affiliated to the Ministry of National Education. The principle of reaching data saturation prominent in qualitative research has been adopted in determining the sample size. Within the scope of the study, interviews were conducted with the teachers through the semi-structured interview form created by the researchers. The data obtained from the interviews were analyzed using the content analysis technique. One of the most important findings obtained from the research is that teachers' children experience problems that prevent psychosocial, academic, and physical development during the pandemic. Besides, it was observed that teachers had meaningful-essential experiences related to classroom management, professional responsibility, and professional development. The research results revealed that children's cognitive, social, and physical competencies had breakups and their learning motivation decreased in this process. Regarding teachers' experiences on parenting, it is suggested that educational studies focus on psychological counseling and guidance services in schools during and after the pandemic.