TEACHERS' VIEWS ON THE EVALUATION OF LITERACY TEACHING DURING THE COVID-19 PANDEMIC
DOI:
https://doi.org/10.46827/ejes.v9i1.4098Keywords:
COVID 19, literacy teaching, qualitative analysisAbstract
At the end of 2019, the coronavirus, which affected the whole world, started to spread in Turkey with the first cases seen as of March. With the spread of the virus, almost all public and private institutions and organizations have taken some precautions. In this process, the Ministry of National Education has also taken some measures within its own body. Most of the second semester of the 2019-2020 academic year was carried out with distance education. At the beginning of the new academic year, although the schools remained open from time to time, they were closed most of the year and the studies were carried out remotely. In the 2020-2021 academic year, first-year students also learned to read and write for the first time through distance education, although there was no such experience before. In the study, the views of teachers on primary literacy teaching during the epidemic period were examined. In this context, the aim of the research is to determine the opinions of the teachers about the first literacy teaching carried out with distance education activities during the epidemic period. The research was carried out with 10 teachers who experienced literacy teaching during the epidemic period, and the data obtained were subjected to content analysis. According to the findings of the study, connection problems, problems in family communication, and wrong intervention of families in the process were identified as problems. The opportunity to work one-on-one with students is seen as the advantage of this process. Teachers used web 2.0 tools, presentations, different platforms. Although a target close to face-to-face has been achieved in reading teaching, it has not been successful at the same rate in writing teaching. The teachers carried out the process by using student-centered methods and techniques such as gamification and individual teaching.
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