| Abstrakt: |
This research aims to examine the views of primary school teachers about the blended learning model implemented in primary schools during the pandemic period. To this end, a case study design, one of the qualitative research methods, was employed. Using semi-structured interview questions, 27 primary school teachers determined by maximum diversity sampling were interviewed. To ensure maximum diversity within the study group, a range of matrices was utilized, incorporating various elements such as the presence of foreign students in class, class size, the school's regional location, professional seniority, gender, and the distinction between public and private schools. Qualitative data was analyzed using content analysis. The findings, gathered from primary school teachers' viewpoints, suggest that blended learning becomes more viable after the first two grades at the primary school level. However, issues were highlighted such as unequal access to technology due to socio-economic disparities, lack of sufficient socialization in online learning settings, and challenges faced due to classroom management problems during the teaching process, as well as issues emerging from students' home environments. The research also revealed that the teachers are largely self-educated in the practices of blended learning environments. They voiced that despite in-service training support for their existing weaknesses, improved outcomes could be realized if proper planning, essential infrastructure, and adequate financial conditions were provided. [ABSTRACT FROM AUTHOR] |
