Challenges of Distance/Online and Face-to-Face Education in the New Normal: Experiences of Reggio Emilia-Inspired Early Childhood Educators in Turkey

Autor/in	Inan, Hatice Zeynep
Titel	Challenges of Distance/Online and Face-to-Face Education in the New Normal: Experiences of Reggio Emilia-Inspired Early Childhood Educators in Turkey
Quelle	In: Pedagogical Research, 6 (2021) 1, (14 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2468-4929
Schlagwörter	Barriers; Distance Education; Electronic Learning; Synchronous Communication; Reggio Emilia Approach; Young Children; Early Childhood Teachers; Teacher Attitudes; Instructional Effectiveness; Instructional Materials; Technical Support; Hygiene; Parent Teacher Cooperation; COVID-19; Pandemics; Foreign Countries; Turkey + Suchen Sie Ihr Suchwort? Distance study; Distance learning; Fernunterricht; Reggio-Pädagogik; Frühe Kindheit; Early childhood; Early childhood education; Teacher; Teachers; Frühkindliche Bildung; Frühpädagogik; Lehrer; Lehrerin; Lehrende; Lehrerverhalten; Unterrichtserfolg; Lehrmaterial; Lehrmittel; Unterrichtsmedien; Parent teacher relation; Parent-teacher cooperation; Parent-teacher relation; Parent-teacher relationship; Parent teacher relationship; Eltern-Lehrer-Beziehung; Ausland; Türkei
Abstract	The current study aimed to examine the perceptions and experiences of Reggio Emilia-inspired early childhood educators in Turkey regarding the difficulties they experienced in the New Normal. The study utilized the method of phenomenography. Data collection included an online questionnaire consisting of open-ended questions and demographic information questions. Data analysis included both the content analysis and the thematic analysis. The study involved 226 Reggio Emilia-inspired educators from different schools in Turkey. The findings showed that many of the participants were not aware of different ways to do distance education and adhered to online education only. Most of those educators, who adhered to online education, complained about difficulties and negative experiences related to online education and they thought that online/distance education is suitable for children aged 6 and up but not for younger ones. Only a few of them agreed that online education was effective in supporting children's development and learning. On the other hand, all of them agreed that face-to-face education was effective during the pandemic. The findings of the current research also showed that some educators received both parents' support and others' support (e.g., own relatives, managers, colleagues) but some of them received no support at all during the pandemic. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01