Turkish preservice teachers' experiences with emergency remote teaching: A phenomenological study

Fatma Özüdoğru
Usak University, Turkey

This research studies the lived experiences of preservice teachers who were provided with emergency remote teaching due to the Covid-19 pandemic. It is a qualitative study employing a phenomenological design. The participants were 24 preservice teachers studying at Usak University, a state university in Turkey. The data were collected through phenomenological interviews and subjected to phenomenological analysis. As a result, four themes emerged: successful implementation factors, challenges, opportunities, and suggestions for improved learning. It was revealed that preservice teachers experienced pedagogical, technological and social-emotional challenges which far outweighed the opportunities, such as sustainability of education and flexible assessment approach.
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Author: Dr Fatma Özüdoğru received her PhD in Educational Sciences majoring in Curriculum and Instruction. She is currently working as an Assistant Professor in the Department of Educational Sciences at Usak University, Usak, Turkey. Teacher education, online learning and teaching, curriculum evaluation and foreign language education are among her research interests. Email: fatma.ozudogru@usak.edu.tr Orcid: https://orcid.org/0000-0001-5575-7738 Please cite as: Özüdoğru, F. (2021). Turkish preservice teachers' experiences with emergency remote teaching: A phenomenological study. Issues in Educational Research, 31(1), 166-187. http://www.iier.org.au/iier31/ozudogru.pdf