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Ethical Problems and Dilemmas Experienced by Preschool Teachers during the COVID-19 Epidemic

Yıl 2023, Cilt: 7 Sayı: 14, 324 - 342, 31.07.2023

Hatice Darga

https://doi.org/10.31458/iejes.1252513

Öz

In this qualitative study, ethical problems and ethical dilemmas caused by COVID-19 pandemic restrictions and teaching practices were investigated based on teachers' opinions. The study, which was carried out in October 2022 with 16 preschool teachers determined by the purposeful sampling method, was carried out face to face with a semi-structured interview form. Content analysis method was used in the analysis of the data obtained from the interviews. According to the findings: teachers conducted teaching mostly online during the epidemic and said that the effect was negative. The situations that they do not find ethical are the unequal teaching opportunities on the Internet and the inability to provide classroom management, and mostly family members get involved in online course activities. Children and families were warned about some issues and an attempt was made. Ethical dilemmas are mostly due to the difficulty of children in adapting to online education and the inability to communicate with families, and mostly the inefficiency of online preschool education. Administratively, mostly ethical problems are the lack of technological equality and the inability to be sensitive in epidemic measures. The views that the management does not act unethically are also in the majority. Finally, the teachers wished never to experience such a process again and thanked them for the study. It has been suggested to plan educational measures to overcome extraordinary situations such as epidemics with less damage.

Anahtar Kelimeler

Preschool teacher Preschool child ethical problem ethical dilemma COVID-19 epidemic

Teşekkür

Çalışmaya katılmaya gönüllü oldukları için okul öncesi öğretmenlerine teşekkür ederim.

Kaynakça

  • Acar, E., Erbaş, E. & Eryaman, M. (2021). Investigation of preschool teachers' views on distance education in the covid-19 pandemic process. Journal of Open Education Practices and Research, 7(4), 31-54.
  • Akkaş-Baysal, E., Ocak, G. & Ocak, İ. (2020). Parent views on EBA and other distance education activities of preschool children during the covid-19 epidemic. International Journal of Social Sciences Education, 6(2), 185-214. https://doi.org/10.47615/issej.835211
  • Akın, F. & Aslan, N. (2021). Distance education of preschool students during the covid-19 pandemic: an action research. CRES Journal Critical Reviews in Educational Sciences, 2(1), 8-17. https://dergipark.org.tr/tr/pub/alanyazin/issue/61604/919929
  • Alves, R., Lopes, T. & Precioso, J. (2020). Teachers’ well being in times of covid 19 pandemic: Factors that explain professional well being. International Journal of Educational Research and Innovation, 15, 203-217. https://doi.org/10.4661/ijeri.5120
  • Aral, N., & Kadan, G. (2021). Examining the problems experienced by preschool teachers during the pandemic process. Kirsehir Ahi Evran University Journal of Health Sciences Institute, 1(2). 99-114.
  • Ateş-Özdemir, S., & Yıldırım, S. (2022). The problems preschool teachers experience in face-to-face education during the pandemic process. Journal of Vocational and Social Sciences of Turkey, 4(9), 38-50.
  • Aydın, İ. (2013). Ethics in education and training. (Second Edition). Ankara: Pegem Publishing.
  • Branch, R. M. & Dousay, T. A. (2015). Survey of instructional design models. 5th ed. Walling, D., R. https://aect.org/survey_of_instructional_design.php. 08.01.2023
  • Canadian College of Early Childhood Educators- CECE (2017) “Implementation of ethical codes and standards” https://www.college-ece.ca/public/code-and-standards/
  • College of Early of Early Childhood Educators- CECE (2020). The code of ethics and standards of practice. https://www.college-ece.ca/public/code-and-standards/
  • Creswell, J. W. (2013). Qualitative inquiry and research design: choosing among five approaches, 3rd ed. California: SAGE Publications.
  • Eadie, P., Levickis, P., Murray, L., Page, J., Catriona, E., Church, A. (2021). Early childhood educators’ wellbeing during the covid-19 pandemic. Early Childhood Educ J. 49, 903-913
  • Everington, K. (2020). 2 cases of Wuhan virus would force school closure. Taiwan: Taiwan News. Erdemci, H. & Elçiçek, M. (2022). Investigation of special education teachers’ online teaching experiences during covid 19 pandemic. Journal of Computer and Education Research, 10 (20), 319-329. https://doi.org/10.18009/jcer.1081755
  • Feeney, S., & Freeman, N.K. (2018). Ethics and the early childhood educator: Using the NAEYC Code. 3rd ed. Washington, DC: National Association for the Education of Young Children -NAEYC. https://www.naeyc.org/resources/pubs/books/ethics-educator-third-edition
  • Gülhan, M., Sevinç, Ş., Karan, Ş., Çetken, H. Ş., & Menteşe, Y. (2021). Exploring Work-related well-being of preschool teachers in the period of covid-19 pandemic. 30th EECERA Annual Conference, London, United Kindgom. https://open.metu.edu.tr/handle/11511/92649
  • Güneş, S. & Kaya, F. (2022). Transition to distance education during covid-19 pandemic: Opinions of faculty members and pre-service teachers in an English language teaching department in Turkey. Journal of Computer and Education Research, 10 (20), 547-571. https://doi.org/10.18009/jcer.1131782 Hodges, Ç., Moore, S., Locke, B., Trust, T., & Bond, A. (2020). The difference between emergency remote teaching and online learning. https://er.educause.edu/articles/2020/3/the-difference-between-emergency-remote-teaching-and-online-learning. 26.12.2022
  • Hughes, C. (2020). Some implications of COVID-19 or remote learning and the future of schooling. Current and critical ıssues in curriculum, learning and assessment, (programme and meeting document: IBE/2019/WP/CD/36), 3-17. https://learningportal.iiep.unesco.org/en/library/some-implications-of-covid-19-for-remote-learning-and-the-future-of-schooling
  • Jones, D. (2020). The ımpact of COVID-19 on young children, families, and teachers. A Defending the Early Years Report. https://files.eric.ed.gov/fulltext/ED609168.pdf
  • Lavidas, K., Apostolou, Z., & Papadakis, S. (2022). Challenges and opportunities of mathematics in digital times: preschool teachers’ views. Education Sciences, 12(7), 459. MDPI AG. Retrieved from http://doi.org/10.3390/educsci12070459 19.01.2023
  • Means, B., Bakia, M., & Murphy, R. (2014). What research tells us about, when and how. learning online: What research tells about us, when and how (New York: Routledge).
  • Miles, M., B. & Huberman, A., M. (1994). Qualitative data analysis: An expanded sourcebook. (2nd ed). Thousand Oaks, CA: Sage.
  • Muller, M., & Baum, A. C. (2020). Focus on etics. The code and covid-19. YC Young Children, 75(4), 72-77. National Association for the Education of Young Children- NAEYC (2020). Code of ethical conduct and statement of commitment. https://www.naeyc.org/resources/position-statements/ethical-conduct
  • Nikolopoulou, K. (2022). Online education in early primary years: teachers’ practices and experiences during the covid-19 pandemic. Educ. Sci. 12 (2), 76. https://doi.org/10.3390/educsci12020076
  • Patton, M. Q. (2014). Qualitative research and evaluation methods. (Transl. M. Bütün & S. B. Demir). Ankara: Pegem Academy.
  • Reggio Emilia (2020) At home with the Reggio Approach. https://www.reggiochildren.it/en/athomewiththereggioapproach/ 01.12.2022
  • Robinson, O.C. (2014) Sampling in interview-based qualitative research: A theoretical and practical guide. Qualitative Research in Psychology 11(1), 25–41.
  • Russell, E.S., Zheteyeva, Y., Gao, H., Shi J., Rainey, J. J, Thoroughman, D., Uzicanin, A. (2016). Reactive school closure during increased influenza-like illness (ILI) activity in Western Kentucky, 2013: A field evaluation of effect on ILI incidence and economic and social consequences for families. Open Forum Infectious Diseases, 3 (3), 113-120.
  • Sezgin, S. (2021). Analysis of the emergency distance education process: Prominent concepts, problems and lessons learned. Anadolu University Journal of Social Sciences, 21(1), 273-296.
  • Silverman, M., Sibbald, R. & Stranges, S. (2020). Ethics of covid-19-related school closures. Canadian Journal of Public Health 111(4), 462–465.
  • Stoiljković, Č. (2020). The impact of the covid-19 pandemic on the educational work of kindergarten teachers, International Journal of Cognitive Research in Science, Engineering and Education (IJCRSEE), 8(3), 123-133.
  • Republic of Turkey Ministry of Health (2020). Covid-19 information platform https://covid19.saglik.gov.tr/
  • Republic of Turkey Ministry of National Education (2020). Guide to measures to be taken in schools during the current covid- 19 pandemic https://dhgm.meb.gov.tr/www/okullarimizda-covid-19-salgin-yonetim-sartlari-guncelli/icerik/618 .- 01.12.2022
  • Republic of Turkey Ministry of National Education (2022). Practices to be done in case of COVID_ 19 positive cases in schools https://dhgm.meb.gov.tr/www/okullarimizda-covid-19-salgin-yonetim-sartlari-guncelli/icerik/618 . -01.12.202
  • Patton, M. Q. (2018). Qualitative research and evaluation methods. (Transl. ed: M. Bütün & S.B. Demir). 2nd edition. Ankara: Pegem Academy.
  • Sönmez, V. & Alacapınar, F. G. (2011). Örneklendirilmiş bilimsel araştırma yöntemleri. [Illustrated scientific research methods]. Ankara: Anı Publishing
  • UNESCO IEEP Portal (2020). Some implications of covid‐19 for remote learning and the future of schooling. https://learningportal.iiep.unesco.org/en/library/some-implications-of-covid-19-for-remote-learning-and-the-future-of-schooling
  • UNICEF (2020a). Global guidance on reopening early childhood education settings. https://unesdoc.unesco.org/ark:/48223/pf0000374373 Ret. from 01.12.2022
  • Van Manen, M. (2007). Phenomenology of practice. Phenomenology & Practice, 1(1), 11-30 https://doi.org/10.29173/pandpr19803
  • Watts R. & Pattnaik J. (2022). Perspectives of parents and teachers on the ımpact of the covid-19 pandemic on children’s socio-emotional well-being. Early Child Educ J., 20, 1-12.
  • Wilson, A. (2015). A guide to phenomenological research. Nursing Standard, 29 (34), 38-43. https://pubmed.ncbi.nlm.nih.gov/25902251/
  • Yazıcı, E., Keskin, H. K. & Gelişli, Y. (2022). Distance education in the covid-19 pandemic: Preschool teachers’ views on the process. Gazi University Journal of Gazi Education Faculty, 42 (2), 1371-1408.
  • Yıldırım, A. & Şimşek, H. (2016). Sosyal bilimlerde nitel araştırma yöntemleri. [Qualitative research methods in the social sciences]. Ankara: Seçkin Publishing
  • Zayimoğlu-Öztürk, F., Kaya, N. & Durmaz, E. (2016). Okul öncesi öğretmenlerinin görev sürecinde yaşadıkları eğitimsel sorunlar ve çözüm önerileri [Educational problems experienced by preschool teachers during their duty and solution suggestions]. Karadeniz Sosyal Bilimler Dergisi [Karadeniz Journal of Social Sciences], 7 (3), 68-94
  • Zorec, M.B. & Peček, M. (2022). Preschoolers’ perceptions of the covid-19 epidemic: An interview study with children in Slovenia. Pattnaik, J., Renck Jalongo, M. (eds) The impact of covid-19 on early childhood education and care. https://doi.org/10.1007/978-3-030-96977-6_6

Ethical Problems and Dilemmas Experienced by Preschool Teachers during the COVID-19 Epidemic

Yıl 2023, Cilt: 7 Sayı: 14, 324 - 342, 31.07.2023

Hatice Darga

https://doi.org/10.31458/iejes.1252513

Öz

In this qualitative study, ethical problems and ethical dilemmas caused by COVID-19 pandemic restrictions and teaching practices were investigated based on teachers' opinions. The study, which was carried out in October 2022 with 16 preschool teachers determined by the purposeful sampling method, was carried out face to face with a semi-structured interview form. Content analysis method was used in the analysis of the data obtained from the interviews. According to the findings: teachers conducted teaching mostly online during the epidemic and said that the effect was negative. The situations that they do not find ethical are the unequal teaching opportunities on the Internet and the inability to provide classroom management, and mostly family members get involved in online course activities. Children and families were warned about some issues and an attempt was made. Ethical dilemmas are mostly due to the difficulty of children in adapting to online education and the inability to communicate with families, and mostly the inefficiency of online preschool education. Administratively, mostly ethical problems are the lack of technological equality and the inability to be sensitive in epidemic measures. The views that the management does not act unethically are also in the majority. Finally, the teachers wished never to experience such a process again and thanked them for the study. It has been suggested to plan educational measures to overcome extraordinary situations such as epidemics with less damage.

Anahtar Kelimeler

Preschool teacher Preschool child ethical problem ethical dilemma COVID-19 epidemic

Kaynakça

  • Acar, E., Erbaş, E. & Eryaman, M. (2021). Investigation of preschool teachers' views on distance education in the covid-19 pandemic process. Journal of Open Education Practices and Research, 7(4), 31-54.
  • Akkaş-Baysal, E., Ocak, G. & Ocak, İ. (2020). Parent views on EBA and other distance education activities of preschool children during the covid-19 epidemic. International Journal of Social Sciences Education, 6(2), 185-214. https://doi.org/10.47615/issej.835211
  • Akın, F. & Aslan, N. (2021). Distance education of preschool students during the covid-19 pandemic: an action research. CRES Journal Critical Reviews in Educational Sciences, 2(1), 8-17. https://dergipark.org.tr/tr/pub/alanyazin/issue/61604/919929
  • Alves, R., Lopes, T. & Precioso, J. (2020). Teachers’ well being in times of covid 19 pandemic: Factors that explain professional well being. International Journal of Educational Research and Innovation, 15, 203-217. https://doi.org/10.4661/ijeri.5120
  • Aral, N., & Kadan, G. (2021). Examining the problems experienced by preschool teachers during the pandemic process. Kirsehir Ahi Evran University Journal of Health Sciences Institute, 1(2). 99-114.
  • Ateş-Özdemir, S., & Yıldırım, S. (2022). The problems preschool teachers experience in face-to-face education during the pandemic process. Journal of Vocational and Social Sciences of Turkey, 4(9), 38-50.
  • Aydın, İ. (2013). Ethics in education and training. (Second Edition). Ankara: Pegem Publishing.
  • Branch, R. M. & Dousay, T. A. (2015). Survey of instructional design models. 5th ed. Walling, D., R. https://aect.org/survey_of_instructional_design.php. 08.01.2023
  • Canadian College of Early Childhood Educators- CECE (2017) “Implementation of ethical codes and standards” https://www.college-ece.ca/public/code-and-standards/
  • College of Early of Early Childhood Educators- CECE (2020). The code of ethics and standards of practice. https://www.college-ece.ca/public/code-and-standards/
  • Creswell, J. W. (2013). Qualitative inquiry and research design: choosing among five approaches, 3rd ed. California: SAGE Publications.
  • Eadie, P., Levickis, P., Murray, L., Page, J., Catriona, E., Church, A. (2021). Early childhood educators’ wellbeing during the covid-19 pandemic. Early Childhood Educ J. 49, 903-913
  • Everington, K. (2020). 2 cases of Wuhan virus would force school closure. Taiwan: Taiwan News. Erdemci, H. & Elçiçek, M. (2022). Investigation of special education teachers’ online teaching experiences during covid 19 pandemic. Journal of Computer and Education Research, 10 (20), 319-329. https://doi.org/10.18009/jcer.1081755
  • Feeney, S., & Freeman, N.K. (2018). Ethics and the early childhood educator: Using the NAEYC Code. 3rd ed. Washington, DC: National Association for the Education of Young Children -NAEYC. https://www.naeyc.org/resources/pubs/books/ethics-educator-third-edition
  • Gülhan, M., Sevinç, Ş., Karan, Ş., Çetken, H. Ş., & Menteşe, Y. (2021). Exploring Work-related well-being of preschool teachers in the period of covid-19 pandemic. 30th EECERA Annual Conference, London, United Kindgom. https://open.metu.edu.tr/handle/11511/92649
  • Güneş, S. & Kaya, F. (2022). Transition to distance education during covid-19 pandemic: Opinions of faculty members and pre-service teachers in an English language teaching department in Turkey. Journal of Computer and Education Research, 10 (20), 547-571. https://doi.org/10.18009/jcer.1131782 Hodges, Ç., Moore, S., Locke, B., Trust, T., & Bond, A. (2020). The difference between emergency remote teaching and online learning. https://er.educause.edu/articles/2020/3/the-difference-between-emergency-remote-teaching-and-online-learning. 26.12.2022
  • Hughes, C. (2020). Some implications of COVID-19 or remote learning and the future of schooling. Current and critical ıssues in curriculum, learning and assessment, (programme and meeting document: IBE/2019/WP/CD/36), 3-17. https://learningportal.iiep.unesco.org/en/library/some-implications-of-covid-19-for-remote-learning-and-the-future-of-schooling
  • Jones, D. (2020). The ımpact of COVID-19 on young children, families, and teachers. A Defending the Early Years Report. https://files.eric.ed.gov/fulltext/ED609168.pdf
  • Lavidas, K., Apostolou, Z., & Papadakis, S. (2022). Challenges and opportunities of mathematics in digital times: preschool teachers’ views. Education Sciences, 12(7), 459. MDPI AG. Retrieved from http://doi.org/10.3390/educsci12070459 19.01.2023
  • Means, B., Bakia, M., & Murphy, R. (2014). What research tells us about, when and how. learning online: What research tells about us, when and how (New York: Routledge).
  • Miles, M., B. & Huberman, A., M. (1994). Qualitative data analysis: An expanded sourcebook. (2nd ed). Thousand Oaks, CA: Sage.
  • Muller, M., & Baum, A. C. (2020). Focus on etics. The code and covid-19. YC Young Children, 75(4), 72-77. National Association for the Education of Young Children- NAEYC (2020). Code of ethical conduct and statement of commitment. https://www.naeyc.org/resources/position-statements/ethical-conduct
  • Nikolopoulou, K. (2022). Online education in early primary years: teachers’ practices and experiences during the covid-19 pandemic. Educ. Sci. 12 (2), 76. https://doi.org/10.3390/educsci12020076
  • Patton, M. Q. (2014). Qualitative research and evaluation methods. (Transl. M. Bütün & S. B. Demir). Ankara: Pegem Academy.
  • Reggio Emilia (2020) At home with the Reggio Approach. https://www.reggiochildren.it/en/athomewiththereggioapproach/ 01.12.2022
  • Robinson, O.C. (2014) Sampling in interview-based qualitative research: A theoretical and practical guide. Qualitative Research in Psychology 11(1), 25–41.
  • Russell, E.S., Zheteyeva, Y., Gao, H., Shi J., Rainey, J. J, Thoroughman, D., Uzicanin, A. (2016). Reactive school closure during increased influenza-like illness (ILI) activity in Western Kentucky, 2013: A field evaluation of effect on ILI incidence and economic and social consequences for families. Open Forum Infectious Diseases, 3 (3), 113-120.
  • Sezgin, S. (2021). Analysis of the emergency distance education process: Prominent concepts, problems and lessons learned. Anadolu University Journal of Social Sciences, 21(1), 273-296.
  • Silverman, M., Sibbald, R. & Stranges, S. (2020). Ethics of covid-19-related school closures. Canadian Journal of Public Health 111(4), 462–465.
  • Stoiljković, Č. (2020). The impact of the covid-19 pandemic on the educational work of kindergarten teachers, International Journal of Cognitive Research in Science, Engineering and Education (IJCRSEE), 8(3), 123-133.
  • Republic of Turkey Ministry of Health (2020). Covid-19 information platform https://covid19.saglik.gov.tr/
  • Republic of Turkey Ministry of National Education (2020). Guide to measures to be taken in schools during the current covid- 19 pandemic https://dhgm.meb.gov.tr/www/okullarimizda-covid-19-salgin-yonetim-sartlari-guncelli/icerik/618 .- 01.12.2022
  • Republic of Turkey Ministry of National Education (2022). Practices to be done in case of COVID_ 19 positive cases in schools https://dhgm.meb.gov.tr/www/okullarimizda-covid-19-salgin-yonetim-sartlari-guncelli/icerik/618 . -01.12.202
  • Patton, M. Q. (2018). Qualitative research and evaluation methods. (Transl. ed: M. Bütün & S.B. Demir). 2nd edition. Ankara: Pegem Academy.
  • Sönmez, V. & Alacapınar, F. G. (2011). Örneklendirilmiş bilimsel araştırma yöntemleri. [Illustrated scientific research methods]. Ankara: Anı Publishing
  • UNESCO IEEP Portal (2020). Some implications of covid‐19 for remote learning and the future of schooling. https://learningportal.iiep.unesco.org/en/library/some-implications-of-covid-19-for-remote-learning-and-the-future-of-schooling
  • UNICEF (2020a). Global guidance on reopening early childhood education settings. https://unesdoc.unesco.org/ark:/48223/pf0000374373 Ret. from 01.12.2022
  • Van Manen, M. (2007). Phenomenology of practice. Phenomenology & Practice, 1(1), 11-30 https://doi.org/10.29173/pandpr19803
  • Watts R. & Pattnaik J. (2022). Perspectives of parents and teachers on the ımpact of the covid-19 pandemic on children’s socio-emotional well-being. Early Child Educ J., 20, 1-12.
  • Wilson, A. (2015). A guide to phenomenological research. Nursing Standard, 29 (34), 38-43. https://pubmed.ncbi.nlm.nih.gov/25902251/
  • Yazıcı, E., Keskin, H. K. & Gelişli, Y. (2022). Distance education in the covid-19 pandemic: Preschool teachers’ views on the process. Gazi University Journal of Gazi Education Faculty, 42 (2), 1371-1408.
  • Yıldırım, A. & Şimşek, H. (2016). Sosyal bilimlerde nitel araştırma yöntemleri. [Qualitative research methods in the social sciences]. Ankara: Seçkin Publishing
  • Zayimoğlu-Öztürk, F., Kaya, N. & Durmaz, E. (2016). Okul öncesi öğretmenlerinin görev sürecinde yaşadıkları eğitimsel sorunlar ve çözüm önerileri [Educational problems experienced by preschool teachers during their duty and solution suggestions]. Karadeniz Sosyal Bilimler Dergisi [Karadeniz Journal of Social Sciences], 7 (3), 68-94
  • Zorec, M.B. & Peček, M. (2022). Preschoolers’ perceptions of the covid-19 epidemic: An interview study with children in Slovenia. Pattnaik, J., Renck Jalongo, M. (eds) The impact of covid-19 on early childhood education and care. https://doi.org/10.1007/978-3-030-96977-6_6
Toplam 44 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Konular Alan Eğitimleri
Bölüm Araştırma Makalesi
Yazarlar

Hatice Darga 0000-0001-6759-6660

Yayımlanma Tarihi 31 Temmuz 2023
Gönderilme Tarihi 17 Şubat 2023
Yayımlandığı Sayı Yıl 2023 Cilt: 7 Sayı: 14

Kaynak Göster

APA Darga, H. (2023). Ethical Problems and Dilemmas Experienced by Preschool Teachers during the COVID-19 Epidemic. International E-Journal of Educational Studies, 7(14), 324-342. https://doi.org/10.31458/iejes.1252513
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