Distance Education Through the Eyes of Mathematics Teachers Matematik Öğretmenlerinin Gözünden Uzaktan Eğitim

Creative Commons License

COŞKUN ŞİMŞEK M., İnam B., Yebrem Özdamar S., TURANLI N.

Hacettepe Egitim Dergisi, cilt.37, sa.2, ss.629-653, 2022 (Scopus) identifier

  • Yayın Türü: Makale / Tam Makale
  • Cilt numarası: 37 Sayı: 2
  • Basım Tarihi: 2022
  • Doi Numarası: 10.16986/huje.2021073768
  • Dergi Adı: Hacettepe Egitim Dergisi
  • Derginin Tarandığı İndeksler: Scopus, EBSCO Education Source, MLA - Modern Language Association Database
  • Sayfa Sayıları: ss.629-653
  • Anahtar Kelimeler: content analysis, Distance education, distance math education, math teacher
  • Hacettepe Üniversitesi Adresli: Evet

Özet

This paper aims at exploring the perceptions of math teachers towards distance education. The participants of the current phenomenological study are seven math teachers, selected through criterion and convenience sampling. The data on which the study is based come from interviews, consisting of ten open-ended questions. These questions are categorized under three parts: knowledge and awareness of distance education, teacher self-efficacy during distance education and, teacher opinions on the teaching activities in the course of distance education. The data of the research were obtained through semi-structured interview. The data are subjected to content analysis. In line with the findings, it has been determined that mathematics teachers do not have sufficient preliminary preparation for distance education, and that they generally acquire information about the distance mathematics education process informally. In addition, it was determined that teachers encountered different roles that should be assumed in the distance mathematics education process and they carried out the process by undertaking these roles.