Volume 5, Issue 3 (Autumn 2022)                   Iranian Journal of Educational Sociology 2022, 5(3): 0-0 | Back to browse issues page

XML Print

Download citation:
BibTeX | RIS | EndNote | Medlars | ProCite | Reference Manager | RefWorks
Send citation to:

Khosravi R A, Nezami M. Exploring Dimensions and Quality of Teaching-Learning Interactions by Elementary Teachers during the Covid-19 Pandemic. Iranian Journal of Educational Sociology 2022; 5 (3)
URL: http://iase-idje.ir/article-1-1172-en.html
1- Assistant Professor of Educational Sciences at Farhangian University
2- Phd Student of Educational Psychology, Faculty of Psychology and Educational Sciences, University of Tehran
Abstract:   (311 Views)
Aim: the aim of the present study was to investigate the dimensions and quality of teaching-learning interactions by elementary teachers during the Covid-19 pandemic.
Method: this was a qualitative study carried out using a phenomenological approach. The study population included all elementary school teachers in Abhar City (Iran). From this population, 12 individuals were selected as participants in the study using purposive sampling (chain sampling) who were engaged in online teaching from the onset of the Covid-19 pandemic. Data collection instrument included semi-structured or in-depth interviews performed in the Google meet interactive platform. The interviews continued until reaching data saturation. Data analysis was also carried out using thematic analysis and theme network formation. Validity was also assessed using peer review and member checking and reliability was assessed by text coding of three interviews by anonymous people outside the research.
Results: the results reflect the dimensions and quality of teaching/learning interactions by elementary teachers during the Covid-19 pandemic in the form of 226 basic themes, 21 organizing themes and 4 global themes.
Conclusion: the results showed that elementary teachers had relatively acceptable interactions with themselves, students and parents during this process. However, there were no acceptable interactions between teachers and their colleagues.
Type of Study: Research Article | Subject: Special
Received: 2022/03/8 | Accepted: 2021/09/23 | Published: 2022/10/2

Add your comments about this article : Your username or Email:

Send email to the article author

Rights and permissions
Creative Commons License This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.

© 2023 CC BY-NC 4.0 | Iranian journal of educational sociology

Designed & Developed by : Yektaweb