The Challenges of Face-To-Face Education In The Post-Corona Era From The Teachers Point of View

The purpose of the present study was to identify and investigate the challenges of face-to-face education in the post-corona era from the perspective of teachers. The research method was qualitative with an interpretive phenomenological approach. For the interview, the participants were selected by the purposeful sampling method. The criteria for participating in the interview was the willingness of the teachers to express their opinions on the subject of the research. The sampling process ended when data saturation was reached during the interview. The method of Strabert and Carpenter (2003) was used for data analysis. In this way, the findings were presented to the participants and their opinions were received. In order to maintain the verifiability of the research, in all stages, the documents obtained by obtaining the opinions of the participants were preserved, which makes the reliability of the data and their verifiability possible. After analyzing the findings, the factors and reasons for the behavioral and educational changes of students after the corona era in education in five categories: causes related to the teacher, causes related to the school; causes related to family, causes related to virtual space; reasons related to the student; were classified. In Iran and in most developing countries, education is still traditional and attending physical classes. Undoubtedly, before the corona pandemic, the decision-makers and decision-makers, as well as the administrators of the educational system, were aware of the fact that in any case, part of the present and future lives of children and students will be in the virtual space, and this issue is inevitable and also They knew that with the advancement of different technologies; Education will also change and the boundaries of teaching and learning will change. But no one imagined the sudden and forced change. On the other hand, the spread of the new corona virus was considered as a threat to the health and life of millions of people around the world. The corona pandemic caused this process to suddenly and forcefully shed its skin and crawl out of the traditional way and enter a new world. Although he was not very familiar with it, the infrastructure of education was not prepared. Corona changed many of our mental schemas. Many teachers who in the past did not have a positive opinion about the use of mobile phones and virtual relationships, in the era of Corona, we went to tools and a world that we prohibited teenagers and young people from. Our views on the harms of cyber space were adjusted and the examples that existed before were reviewed and we actually entered virtual education and the new way of education became an excuse to enter the vast, exciting and even dangerous virtual world. Time and place lost their true meaning and a kind of disorder ruled their educational life while one of the goals of going to school; Education is the concept of discipline and lawfulness that the student must spend a certain time in the educational place and follow certain rules. Such challenges continued during the virtual education period until the situation almost returned to normal and face-to-face education. and the special conditions of the post-corona virus era caused behavioral changes, the result of which is the entry of teachers and students into the field of new challenges, and from the point of view of the majority of teachers, the educational conditions are not favorable, and perhaps it can be called the post-corona virus educational crisis. Research method, the qualitative method was an interpretive phenomenological approach. To conduct the interview, the participants were selected by the purposeful sampling method. The criteria for participating in the interview were the willingness of the teachers to express their opinions on the subject of the research. Based on the findings of this research, various factors affecting students' behavioral change are divided into five categories: causes related to the teacher, causes related to the school; family-related causes, student-related causes; the reasons related to the tests were classified. Among the reasons related to the teacher, some teachers are not familiar with media literacy and educational hardware and software. They didn't consider it more than a pest or their level of familiarity with educational aids used in virtual space was not enough to use it correctly. In this way, the teachers lost the necessary authority. The second factor was the school. The physical space and available facilities and equipment were compared and the inequalities became more obvious and affected the students' motivation and caused them to change their behavior. The third factor was the expectations of the school office, non-attendance training due to the fact that the tests are online, the students' grades and percentage Acceptance was in a better condition from a quantitative point of view. The expectation of the school office is that in face-to-face education, grades and percentage of acceptance will not drop quantitatively, and this is practically not possible. The next factor was the parents and family. Family members have also been involved in virtual training. Especially a member of the family, who has stood by the student's side during the online training moments and has gone step by step with him, and with unprofessional interference in the education matter, sometimes appeared in his place in the class and took the exam student's place during the online test. Among the reasons related to the student, disorder was one of the most important factors. Not being bound to fixed daily hours and the floating time of education in the post-corona era has also continued and turned into damage. In virtual education, due to the lack of face-to-face communication and interpersonal interactions, the lack of motivation and excitement among students, we witnessed educational boredom and reluctance to attend class and their non-participation. Students' writing problems have also increased. In addition to not knowing the correct spelling of words, they have also become slow writers. The unknown time has caused excessive disturbances in non-educational hours. Reminding and even re-teaching the subject, which is tiring and boring for a number of students and causes unexpected behaviors, according to the teachers, this problem, existed before, but now it has intensified. There have been behavioral changes of students, and these behavioral changes can be mentioned as the challenge of face-to-face education after Corona. In order to overcome this challenge, it is necessary for the parents of students, school staff and teachers to have more interaction, like-mindedness and coordination. Holding training sessions for parents by the association of parents and teachers can be helpful.