An analysis of elementary teachers' experiences of virtual education during the covid-19 pandemic

Document Type : Scientific- research

Authors

1 Graduated of of curriculum planning, Shahid Chamran University of Ahvaz, Ahvaz, Iran

2 Assistant Professor of Educational Science Department, Shahid Chamran University of Ahvaz, Ahvaz , Iran.

3 Instructor of Educational Science Department, Shahid Chamran University of Ahvaz, Ahvaz, Iran.

Abstract

the main purpose of this study was to analyze the lived experiences of elementary teachers in virtual education during the covid-19 pandemic.which was conducted by using the phenomenological method. Data were collected using semi-structured interviews. The participants were 16 elementary teachers in Ahvaz, who were selected through targeted sampling of the maximum difference type, and the interviews continued until theoretical saturation. The interviews were analyzed using the Colaizzi method.The analysis of teachers’ experiences initially identified 55 basic themes.then they were categorized into two categories of first and second organizing themes(positive and negative experiences related to educational content, teaching method, educational equipment, students' learning activities, evaluation, grouping, time and space, parents and teachers). The deep analysis of the interviews led to the identification of positive experiences suchas the promotion of media literacy, providing the possibility of quick feedback,,using multimedia content, and some negative experiences suchas the difficulty of producing content,, the lack of equipment, the decrease in student motivation and the reduction of their participation in activities. Considering the different experiences of teachers from facing virtual education, It’s necessary to pay attention to various aspects of these experiences in order to improve performance and more effective activity inthe field of virtualeducation.

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Main Subjects

References

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Thinking and Children
Volume 15, Issue 1 - Serial Number 29
Spring and Summer 1403
February 2024

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