Challenges of Distance/Online and Face-to-Face Education in the New Normal: Experiences of Reggio Emilia-Inspired Early Childhood Educators in Turkey
Hatice Zeynep Inan 1 *
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1 Bursa Uludag University, TURKEY* Corresponding Author


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.


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Article Type: Research Article

PEDAGOGICAL RES, Volume 6, Issue 1, January 2021, Article No: em0086

Publication date: 29 Nov 2020

Article Views: 3773

Article Downloads: 3289

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