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    K-12 TEACHERS' PERCEIVED EXPERIENCES WITH DISTANCE EDUCATION DURING THE COVID-19 PANDEMIC: A META-SYNTHESIS STUDY
    (Anadolu Univ, 2024) Kadirhan, Zafer; Sat, Mustafa
    A sudden shift to distance education during the COVID-19 pandemic inTurkiye strained teaching and learning activities, placing K-12 teachers in a novel context with challenges and opportunities to investigate. This study explores the teaching experiences and opinions of K-12 teachers during the COVID-19 pandemic, focusing on challenges, advantages, and suggestions. Search queries were executed in leading databases (DergiPark, ULAKBIM TRDizin) to locate potential studies. Twenty-two studies meeting the predetermined inclusion and exclusion criteria were subjected to a rigorous and iterative thematic analysis using the qualitative meta- synthesis approach. The results revealed significant challenges categorized into ten themes: shortcomings in technology and infrastructure, student motivation and engagement, technology literacy, and social and emotional well-being. The results also highlighted key advantages of distance education in eight categories such as learning improvement, flexibility and convenience, and digital tools and resources. Additionally, the study identified valuable suggestions that contribute to the success of distance education, such as adapting curriculum, increasing access to technology, strengthening internet infrastructure, providing teacher training and support, developing engaging and interactive instructional materials, and improving communication and collaboration between students and teachers. The study results inform the development of evidence- based practices and policies that can support K-12 teachers in providing quality online education during times of crisis.
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    Öğe
    Unveiling competence in the classroom: A multidimensional assessment of computer science teachers' self-efficacy in coding education
    (Springer, 2024) Sat, Mustafa; Kadirhan, Zafer
    The significance of teachers' self-efficacy in coding education within K-12 settings has grown substantially. However, the literature lacks subject-specific measurement tools tailored to assess teachers' self-efficacy in coding instruction. This study adopted a mixed methods approach to develop a reliable and valid instrument for measuring computer science (CS) teachers' self-efficacy in teaching coding. The scale development involved a rigorous process encompassing item generation, expert validation, and pilot testing. Importantly, this process unfolded in seven steps with two distinct phases, and each phase involved independent sample groups. Subsequently, a comprehensive survey was administered to two samples of CS teachers (n = 318, n = 295) to assess the scale's psychometric properties. The results revealed robust internal consistency and construct validity of the 20-item Coding Teaching Self-Efficacy Scale (CTSES) with four intercorrelated dimensions: student motivation, subject knowledge, classroom management, and material development. Furthermore, additional analyses revealed the significant impact of teaching experience and self-reported coding knowledge level on teachers' self-efficacy in teaching coding. The implications of this study hold significance for both practitioners and researchers to understand teachers' self-efficacy in teaching coding and to explore its relation to teacher training, curriculum development, and the broader advancement of coding education within school settings.