出版社：Australian Institutes for Educational Research
摘要：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.
