Investigation of Teacher Roles in Educational Practices in The Covid-19 Pandemic: A Phenomenological Study
Keywords:
Covid-19 Pandemic, Distance Education, Teacher Role, Barriers to the Role, Teacher Model
Abstract
In the research, it is aimed to analyze the roles of teachers teaching in distance education in the Covid-19 pandemic period and to investigate the obstacles encountered in the realization of these roles. The aim of the research is examined with the post-positivist paradigm and analyzed with the phenomenological design which is one of the qualitative research methods. In the research, participants were chosen from the teachers of Mathematics, Foreign Language, Science, Turkish and Social Studies who teach at least 15 hours or more per week in distance education. The data collection process in which data triangulation was performed included diaries kept by teachers for five days, individual interviews and focus group interviews. Transcripted data were analyzed by content analysis technique. According to the findings of the research, it was observed that the roles of the teachers who participated in the study were “communicator”, “collaborator”, “facilitator” and “learner” teacher during the distance education in Covid-19 pandemic. It has been observed that there are obstacles in the realization of roles in issues such as injustice / inequality in education, subject-centered program, structure of the education program, professional development, student and parent unwillingness. Teachers stated the features that teachers should have in the process of distance education as technopedagogical content knowledge, planning instructional activities, being able to measure distance assessment and provide student motivation.
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References
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Alper, A. (2020). Pandemi sürecinde K-12 düzeyinde uzaktan eğitim: Durum çalışması. Milli Eğitim Dergisi, 49(1), 45-67.
Arslan, Y. & Şumuer, E. (2020). COVID-19 Döneminde sanal sınıflarda öğretmenlerin karşılaştıkları sınıf yönetimi sorunları. Milli Eğitim Dergisi, 49(1), 201-230.
Avery, Z., Castillo, M., Guo, H., Guo, J., WarterPerez, N., Won, D. S. & Dong, J. (2010). Implementing collaborative project-based learning using the tablet pc to enhance student learning in engineering and computer science courses. 40th ASEE/IEEE Frontiers in Education Conference, Washington, DC. 27- 30.
Can, N. (2004). Öğretmenlerin geliştirilmesi ve etkili öğretmen davranışları. Sosyal Bilimler Enstitüsü Dergisi, 1(16), 103-119.
Chou, C. (2011). Teacher’s professional development: Investigating teachers’ learning to do action research. The Asia-Pacific Education Researcher, 20(3), 421–437.
Christian, M., Indriyarti, E. R. & Wibowo, S. (2021). Investigating technostress as moderating information quality and e-learning effectiveness on students in Jakarta during the Covid-19 Pandemic. Ilkogretim Online-Elementary Education Online, 20(4), 46–52. https://doi.org/10.17051/ilkonline.2021.04.07.
Churches, A. (2008). Welcome to the 21st Century. Retrieved from http://edorigami.wikispaces.com/21st+Century+Learners
Cohen, L., Manion, L. & Morrison, K. (2017). Research methods in education, (8th ed.). Routledge. https://doi.org/10.4324/9781315456539
Cordingley, P. (2015) The contribution of research to teachers’ professional learning and development, Oxford Review of Education, 41(2), 234-252.
Cox, J. (2015). Teaching strategies: What a 21st-century educator looks like. Retrieved from https://www.teachhub.com/teaching-strategies/2015/06/teaching-strategies-what-a-21st-century-educator-looks-like/
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Çakır, R. & Tan, S. S. (2017). Development of educational applications on the social network of facebook and its effects on students’ academic achievement. Kuram ve Uygulamada Eğitim Bilimleri, 17(5), 1525–1546.
Dabbagh, N., Benson, A. D., Denham, A., Joseph, R., Al-Freih M., Zgheib, G., Fake H. & Guo, Z. (2016). Learning technologies and globalization: Pedagogical frameworks and applications. Switzerland: Springer International Publishing AG.
Darling-Hammond, L. & Richardson, N. (2009). Teacher Learning: What Matters?. Educational Leadership, 66. 46-53.
Demir, F. & Özdaş, F. (2020). Covıd-19 sürecindeki uzaktan eğitime ilişkin öğretmen görüşlerinin incelenmesi. Milli Eğitim Dergisi, 49(1), 273-292.
Duman, S. N. (2020). Salgın döneminde gerçekleştirilen uzaktan eğitim sürecinin değerlendirilmesi. Milli Eğitim Dergisi, 49(1), 95-112.
Ellis-Behnke, R., Gilliland J., Schneider G. E. & Singer D. (2003). Educational benefits of a paperless classroom utilizing tablet PCs. Cambridge, MA: Massachusetts Institute of Technology.
Engin, A. & Aydın, S. (2007). Sınıf içi iletişimde öğretmenin rolü. Atatürk Üniversitesi Kazım Karabekir Eğitim Fakültesi Dergisi, 0(16), 1-14.
ETF (2020). Coping with COVID-19: Mapping education and training responses to the health crisis in ETF partner countries. ETF Publishing.
Geijsel, F. P., Sleegers, P. J., Stoel, R. D. & Krüger, M. L. (2009). The effect of teacher psychological and school organizational and leadership factors on teachers’ professional learning in Dutch schools. The Elementary School Journal, 109, 406-427.
Goddard, Y. L., Goddard, R. D. & Tschannen-Moran, M. (2007). A theoretical and empirical investigation of teacher collaboration for school improvement and student achievement in public elementary schools. Teacher College Record, 109(4), 877–896.
Greene, M. & Kirpalani, N. (2013). Using interactive whiteboards in teaching retail mathematics. Marketing Education Review, 23(1) 49-53.
Harris, J., Al-Bataineh, M. & Al-Bataineh, A. (2016). One to one technology and its effect on student academic achievement and motivation. Contemporary Educational Technology. 7.
ISTE (2017). ISTE standards for educators. Retrieved from https://www.iste.org/standards/for-educators
Kaden, U. (2020). COVID - 19 School closure - related changes to the professional life of aK–12 teacher. Education Sciences, 10(6), 165. https://doi.org/10.3390/educsci10060165
Khan, A., Khan, S., Zia-Ul-Islam, S. & Khan, M. (2017). Communication skills of a teacher and its role in the development of the students' academic success. Journal of Education and Practice, 8.
Koehler, M. J., & Mishra, P. (2009). What is technological pedagogical content knowledge?. Contemporary Issues in Technology and Teacher Education, 9(1), 60-70.
Koile, K. & Singer, D. (2006). Development of a tablet-PC-based system to increase instructor-student classroom interactions and student learning. D. Berque, J. Prey & R. Reed (editors), The impact of pen-based technology on education: Vignettes, evaluations, and future directions. USA: Purdue University Press.
Kurnaz, A., Kaynar, H., Şentürk Barışık, C. & Doğrukök, B. (2020). Öğretmenlerin uzaktan eğitime ilişkin görüşleri. Milli Eğitim Dergisi, 49(1), 293-322.
Kvale, S. (1996). InterViews: An introduction to qualitative research interviewing. Sage Publications, Inc.
Lemov, D. (2010). Teach like a champion: 49 techniques that put students on the path to college (K-12). John Wiley & Sons.
Lincoln, Y. S. & Guba, E. G. (1985). Naturalistic Inquiry. Newbury Park, CA: Sage Publications.
Makovec, D. (2018). The teacher’s role and professional development. International Journal of Cognitive Research in Science, Engineering and Education, 6(2), 33.
Manen, M. V. (2014). Phenomenology of practice: Meaning-giving methods in phenomenological research and writing. Walnut Creek, CA: Left Coast Press.
Martinez, M. & McGrath, D. (2014). Technology alone won't transform teacher to facilitator. Phi Delta Kappan; Bloomington, 96(1), 41-45.
Melvin, L. (2011). How to keep good teachers and principals: practical solutions to today's classroom problems. R&L Education.
Miles, M. B. & Huberman A.M. (1994). Qualitative data analysis: An expanded sourcebook (2nd Ed.). California: Sage Publications.
Muthuprasad, T., Aiswarya, S., Aditya, K. & Jha, G.K. (2021). Students’ perception and preference for online education in India during COVID-19 pandemic. Social Sciences & Humanities Open, 3, 100101.
OECD (2001). World Education Indicators 2001: Teachers for Tomorrow's Schools. OECD Publishing, Paris.
OECD (2020). A framework to guide an education response to the COVID-19 Pandemic of 2020. OECD Publishing.
Olsen, A. A., & Huang, F. L. (2018). Teacher job satisfaction by principal support and teacher cooperation: Results from the schools and staffing survey. Education Policy Analysis Archives, 27(11). http://dx.doi.org/10.14507/epaa.27.4174
Palmer, T. (2015). 15 Characteristics of a 21st-Century teacher. Retrieved from https://www.edutopia.org/discussion/15-characteristics-21st-century-teacher
Paudel, P. (2021). Online education: Benefits, challenges and strategies during and after COVID-19 in higher education. International Journal on Studies in Education (IJonSE), 3(2), 70-85.
Pimmer, C., Chipps, J., Brysiewicz, P., Walters, F., Linxen, S. & Gröhbiel, U. (2016). Supervision on social media: Use and perception of facebook as a research education tool in disadvantaged areas. The International Review of Research in Open and Distributed Learning, 17(5), 201-214.
Ranelucci, J. & Bergey W. B. (2020). Using motivation design principles to teach screencasting in online teacher education courses. Journal of Technology and Teacher Education, 28(2), 393-401.
Ronfeldt, M., Farmer, S., McQueen, K. & Grissom, J. (2015). Teacher collaboration in ınstructional teams and student achievement. American Educational Research Journal, 52(3), 475–514.
Sarı, T. & Nayır, F. (2020). Challenges in distance education during the (Covid-19) pandemic period. Qualitative Research in Education, 9(3), 328-360. http://dx.doi.org/10.17583/qre.2020.5872
Saunders, S. & Mill, M.A. (1999), The knowledge of communication skills of secondary graduate student teachers and their understanding of the relationship between communication skills and teaching. NZARE / AARE Conference Paper – Melbourne.
Sertkaya, F. (2016). Zümre öğretmenler kurulu çalışmalarının yönetim süreçleri açısından değerlendirilmesi (Unpublished master’s thesis). Adnan Menderes Üniversitesi, Aydın.
Sirvani, H. (2007). The effect of teacher communication with parents on students' mathematics achievement. American Secondary Education, 36(1), 31-46.
Starks, H. & Trinidad, S. B. (2007). Choose your method: a comparison of phenomenology, discourse analysis, and grounded theory. Qualitative health research, 17(10), 1372–1380. https://doi.org/10.1177/1049732307307031
Symeou, L., Roussounidou, E. & Michaelides, M. (2012). “I feel much more confident now to communicate with parents”: An evaluation of in-service training on teacher-parent communication. The School Community Journal, 221, 65-88.
Tzifopoulos, M. (2020). In the shadow of coronavirus. distance education and digital literacy skills in Greece. International Journal of Social Science and Technology, 5(2), 1-14.
UNESCO (2020). Supporting teachers and education personnel during times of crisis. Retrieved from https://unesdoc.unesco.org/ark:/48223/pf0000373338
UNICEF (2020). Education and COVID 19. Retrieved from
https://data.unicef.org/topic/education/covid-19/
Ünal, M. & Bulunuz, N. (2020). Covıd-19 salgını dönemi uzaktan eğitim çalışmaları ve sonraki süreçle ilgili fen bilimleri öğretmenlerinin görüş ve önerileri. Milli Eğitim Dergisi, 49, 1, 343-369.
Ünal, M. & Çokyaman, M. (2021). Bir öğrenme yönetim sistemi üzerinden yürütülen lisansüstü derslerin süreç değerlendirmesi: AYDEP örneği. Ahi Evran Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 7(2), 620-639.
Wang, D., Wang, J., Li, H. & Li, L. (2017). School context and instructional capacity: A comparative study of professional learning communities in rural and urban schools in China. International Journal of Educational Development, 52, 1-9. https://doi.org/10.1016/j.ijedudev.2016.10.009
Xu, S. & Wang, F. (2015). Investigation of rural teachers' role expectation and reconstruction in the view of education informatization. International Conference of Educational Innovation through Technology (EITT), Wuhan, China, pp. 304-307.
Yang, J. Y., & Teng, Y. W. (2014). Perceptions of elementary school teachers and students using interactive whiteboards in English teaching and learning. Journal of Interactive Learning Research, 25(1), 125-154.
Yıldırım, A. & Şimşek, H. (2016). Soysal bilimlerde nitel araştırıma yöntemleri (10. baskı). Ankara: Seçkin Yayıncılık.
Zalyaeva, E.O. & Solodkova, I. M. (2014). Teacher-student collaboration: Institute of Economics and Finance Kazan Federal University approach. Social and Behavioral Sciences. 152. 1039-1044.
Zawacki‐Richter, O. (2020). The current state and impact of Covid‐19 on digital higher education in Germany. Human Behavior and Emerging Technologies, 3, 218-226. https://doi.org/10.1002/hbe2.238
Zhang, W., Wang, Y., Yang, L. & Wang, C. (2020). Suspending classes without stopping learning: China’s education emergency management policy in the COVID-19 outbreak. Journal of Risk and Financial Management, 13(3), 55. https://doi.org/10.3390/jrfm13030055
Alım, M. & Doğanay, G. (2016). Coğrafya öğretiminde zümreler arası işbirliğinin önemi ve ortak konuların analizi. Doğu Coğrafya Dergisi, 21 (35), 1-16. https://doi.org/10.17295/dcd.59154
Alper, A. (2020). Pandemi sürecinde K-12 düzeyinde uzaktan eğitim: Durum çalışması. Milli Eğitim Dergisi, 49(1), 45-67.
Arslan, Y. & Şumuer, E. (2020). COVID-19 Döneminde sanal sınıflarda öğretmenlerin karşılaştıkları sınıf yönetimi sorunları. Milli Eğitim Dergisi, 49(1), 201-230.
Avery, Z., Castillo, M., Guo, H., Guo, J., WarterPerez, N., Won, D. S. & Dong, J. (2010). Implementing collaborative project-based learning using the tablet pc to enhance student learning in engineering and computer science courses. 40th ASEE/IEEE Frontiers in Education Conference, Washington, DC. 27- 30.
Can, N. (2004). Öğretmenlerin geliştirilmesi ve etkili öğretmen davranışları. Sosyal Bilimler Enstitüsü Dergisi, 1(16), 103-119.
Chou, C. (2011). Teacher’s professional development: Investigating teachers’ learning to do action research. The Asia-Pacific Education Researcher, 20(3), 421–437.
Christian, M., Indriyarti, E. R. & Wibowo, S. (2021). Investigating technostress as moderating information quality and e-learning effectiveness on students in Jakarta during the Covid-19 Pandemic. Ilkogretim Online-Elementary Education Online, 20(4), 46–52. https://doi.org/10.17051/ilkonline.2021.04.07.
Churches, A. (2008). Welcome to the 21st Century. Retrieved from http://edorigami.wikispaces.com/21st+Century+Learners
Cohen, L., Manion, L. & Morrison, K. (2017). Research methods in education, (8th ed.). Routledge. https://doi.org/10.4324/9781315456539
Cordingley, P. (2015) The contribution of research to teachers’ professional learning and development, Oxford Review of Education, 41(2), 234-252.
Cox, J. (2015). Teaching strategies: What a 21st-century educator looks like. Retrieved from https://www.teachhub.com/teaching-strategies/2015/06/teaching-strategies-what-a-21st-century-educator-looks-like/
Creswell, J.W. & Poth, C. (2018). Qualitative inquiry and research design (4th ed.). Thousand Oaks, CA: Sage Publications, Inc.
Çakır, R. & Tan, S. S. (2017). Development of educational applications on the social network of facebook and its effects on students’ academic achievement. Kuram ve Uygulamada Eğitim Bilimleri, 17(5), 1525–1546.
Dabbagh, N., Benson, A. D., Denham, A., Joseph, R., Al-Freih M., Zgheib, G., Fake H. & Guo, Z. (2016). Learning technologies and globalization: Pedagogical frameworks and applications. Switzerland: Springer International Publishing AG.
Darling-Hammond, L. & Richardson, N. (2009). Teacher Learning: What Matters?. Educational Leadership, 66. 46-53.
Demir, F. & Özdaş, F. (2020). Covıd-19 sürecindeki uzaktan eğitime ilişkin öğretmen görüşlerinin incelenmesi. Milli Eğitim Dergisi, 49(1), 273-292.
Duman, S. N. (2020). Salgın döneminde gerçekleştirilen uzaktan eğitim sürecinin değerlendirilmesi. Milli Eğitim Dergisi, 49(1), 95-112.
Ellis-Behnke, R., Gilliland J., Schneider G. E. & Singer D. (2003). Educational benefits of a paperless classroom utilizing tablet PCs. Cambridge, MA: Massachusetts Institute of Technology.
Engin, A. & Aydın, S. (2007). Sınıf içi iletişimde öğretmenin rolü. Atatürk Üniversitesi Kazım Karabekir Eğitim Fakültesi Dergisi, 0(16), 1-14.
ETF (2020). Coping with COVID-19: Mapping education and training responses to the health crisis in ETF partner countries. ETF Publishing.
Geijsel, F. P., Sleegers, P. J., Stoel, R. D. & Krüger, M. L. (2009). The effect of teacher psychological and school organizational and leadership factors on teachers’ professional learning in Dutch schools. The Elementary School Journal, 109, 406-427.
Goddard, Y. L., Goddard, R. D. & Tschannen-Moran, M. (2007). A theoretical and empirical investigation of teacher collaboration for school improvement and student achievement in public elementary schools. Teacher College Record, 109(4), 877–896.
Greene, M. & Kirpalani, N. (2013). Using interactive whiteboards in teaching retail mathematics. Marketing Education Review, 23(1) 49-53.
Harris, J., Al-Bataineh, M. & Al-Bataineh, A. (2016). One to one technology and its effect on student academic achievement and motivation. Contemporary Educational Technology. 7.
ISTE (2017). ISTE standards for educators. Retrieved from https://www.iste.org/standards/for-educators
Kaden, U. (2020). COVID - 19 School closure - related changes to the professional life of aK–12 teacher. Education Sciences, 10(6), 165. https://doi.org/10.3390/educsci10060165
Khan, A., Khan, S., Zia-Ul-Islam, S. & Khan, M. (2017). Communication skills of a teacher and its role in the development of the students' academic success. Journal of Education and Practice, 8.
Koehler, M. J., & Mishra, P. (2009). What is technological pedagogical content knowledge?. Contemporary Issues in Technology and Teacher Education, 9(1), 60-70.
Koile, K. & Singer, D. (2006). Development of a tablet-PC-based system to increase instructor-student classroom interactions and student learning. D. Berque, J. Prey & R. Reed (editors), The impact of pen-based technology on education: Vignettes, evaluations, and future directions. USA: Purdue University Press.
Kurnaz, A., Kaynar, H., Şentürk Barışık, C. & Doğrukök, B. (2020). Öğretmenlerin uzaktan eğitime ilişkin görüşleri. Milli Eğitim Dergisi, 49(1), 293-322.
Kvale, S. (1996). InterViews: An introduction to qualitative research interviewing. Sage Publications, Inc.
Lemov, D. (2010). Teach like a champion: 49 techniques that put students on the path to college (K-12). John Wiley & Sons.
Lincoln, Y. S. & Guba, E. G. (1985). Naturalistic Inquiry. Newbury Park, CA: Sage Publications.
Makovec, D. (2018). The teacher’s role and professional development. International Journal of Cognitive Research in Science, Engineering and Education, 6(2), 33.
Manen, M. V. (2014). Phenomenology of practice: Meaning-giving methods in phenomenological research and writing. Walnut Creek, CA: Left Coast Press.
Martinez, M. & McGrath, D. (2014). Technology alone won't transform teacher to facilitator. Phi Delta Kappan; Bloomington, 96(1), 41-45.
Melvin, L. (2011). How to keep good teachers and principals: practical solutions to today's classroom problems. R&L Education.
Miles, M. B. & Huberman A.M. (1994). Qualitative data analysis: An expanded sourcebook (2nd Ed.). California: Sage Publications.
Muthuprasad, T., Aiswarya, S., Aditya, K. & Jha, G.K. (2021). Students’ perception and preference for online education in India during COVID-19 pandemic. Social Sciences & Humanities Open, 3, 100101.
OECD (2001). World Education Indicators 2001: Teachers for Tomorrow's Schools. OECD Publishing, Paris.
OECD (2020). A framework to guide an education response to the COVID-19 Pandemic of 2020. OECD Publishing.
Olsen, A. A., & Huang, F. L. (2018). Teacher job satisfaction by principal support and teacher cooperation: Results from the schools and staffing survey. Education Policy Analysis Archives, 27(11). http://dx.doi.org/10.14507/epaa.27.4174
Palmer, T. (2015). 15 Characteristics of a 21st-Century teacher. Retrieved from https://www.edutopia.org/discussion/15-characteristics-21st-century-teacher
Paudel, P. (2021). Online education: Benefits, challenges and strategies during and after COVID-19 in higher education. International Journal on Studies in Education (IJonSE), 3(2), 70-85.
Pimmer, C., Chipps, J., Brysiewicz, P., Walters, F., Linxen, S. & Gröhbiel, U. (2016). Supervision on social media: Use and perception of facebook as a research education tool in disadvantaged areas. The International Review of Research in Open and Distributed Learning, 17(5), 201-214.
Ranelucci, J. & Bergey W. B. (2020). Using motivation design principles to teach screencasting in online teacher education courses. Journal of Technology and Teacher Education, 28(2), 393-401.
Ronfeldt, M., Farmer, S., McQueen, K. & Grissom, J. (2015). Teacher collaboration in ınstructional teams and student achievement. American Educational Research Journal, 52(3), 475–514.
Sarı, T. & Nayır, F. (2020). Challenges in distance education during the (Covid-19) pandemic period. Qualitative Research in Education, 9(3), 328-360. http://dx.doi.org/10.17583/qre.2020.5872
Saunders, S. & Mill, M.A. (1999), The knowledge of communication skills of secondary graduate student teachers and their understanding of the relationship between communication skills and teaching. NZARE / AARE Conference Paper – Melbourne.
Sertkaya, F. (2016). Zümre öğretmenler kurulu çalışmalarının yönetim süreçleri açısından değerlendirilmesi (Unpublished master’s thesis). Adnan Menderes Üniversitesi, Aydın.
Sirvani, H. (2007). The effect of teacher communication with parents on students' mathematics achievement. American Secondary Education, 36(1), 31-46.
Starks, H. & Trinidad, S. B. (2007). Choose your method: a comparison of phenomenology, discourse analysis, and grounded theory. Qualitative health research, 17(10), 1372–1380. https://doi.org/10.1177/1049732307307031
Symeou, L., Roussounidou, E. & Michaelides, M. (2012). “I feel much more confident now to communicate with parents”: An evaluation of in-service training on teacher-parent communication. The School Community Journal, 221, 65-88.
Tzifopoulos, M. (2020). In the shadow of coronavirus. distance education and digital literacy skills in Greece. International Journal of Social Science and Technology, 5(2), 1-14.
UNESCO (2020). Supporting teachers and education personnel during times of crisis. Retrieved from https://unesdoc.unesco.org/ark:/48223/pf0000373338
UNICEF (2020). Education and COVID 19. Retrieved from
https://data.unicef.org/topic/education/covid-19/
Ünal, M. & Bulunuz, N. (2020). Covıd-19 salgını dönemi uzaktan eğitim çalışmaları ve sonraki süreçle ilgili fen bilimleri öğretmenlerinin görüş ve önerileri. Milli Eğitim Dergisi, 49, 1, 343-369.
Ünal, M. & Çokyaman, M. (2021). Bir öğrenme yönetim sistemi üzerinden yürütülen lisansüstü derslerin süreç değerlendirmesi: AYDEP örneği. Ahi Evran Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 7(2), 620-639.
Wang, D., Wang, J., Li, H. & Li, L. (2017). School context and instructional capacity: A comparative study of professional learning communities in rural and urban schools in China. International Journal of Educational Development, 52, 1-9. https://doi.org/10.1016/j.ijedudev.2016.10.009
Xu, S. & Wang, F. (2015). Investigation of rural teachers' role expectation and reconstruction in the view of education informatization. International Conference of Educational Innovation through Technology (EITT), Wuhan, China, pp. 304-307.
Yang, J. Y., & Teng, Y. W. (2014). Perceptions of elementary school teachers and students using interactive whiteboards in English teaching and learning. Journal of Interactive Learning Research, 25(1), 125-154.
Yıldırım, A. & Şimşek, H. (2016). Soysal bilimlerde nitel araştırıma yöntemleri (10. baskı). Ankara: Seçkin Yayıncılık.
Zalyaeva, E.O. & Solodkova, I. M. (2014). Teacher-student collaboration: Institute of Economics and Finance Kazan Federal University approach. Social and Behavioral Sciences. 152. 1039-1044.
Zawacki‐Richter, O. (2020). The current state and impact of Covid‐19 on digital higher education in Germany. Human Behavior and Emerging Technologies, 3, 218-226. https://doi.org/10.1002/hbe2.238
Zhang, W., Wang, Y., Yang, L. & Wang, C. (2020). Suspending classes without stopping learning: China’s education emergency management policy in the COVID-19 outbreak. Journal of Risk and Financial Management, 13(3), 55. https://doi.org/10.3390/jrfm13030055
Published
2021-12-28
Section
Articles
How to Cite
Temelli, D., Kartal, O., Şahin, Çavuş, & Yazgan, A. (2021). Investigation of Teacher Roles in Educational Practices in The Covid-19 Pandemic: A Phenomenological Study. International Journal of Curriculum and Instructional Studies (IJOCIS), 11(2), 309-332. https://doi.org/https://doi.org/10.31704/ijocis.2021.015
