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Eğitimde Nitel Araştırmalar Dergisi / ENAD (e-ISSN: 1248-2624) ANI Yayıncılık tarafından yılda dört kez yayımlanan hakemli bir dergidir. Journal of Qualitative Research in Education / JOQRE (e-ISSN: 1248-2624) is four times a year, peer-reviewed journal published by ANI Publishing. ENAD – Dizinlenme / JOQRE is indexed and abstracted in, ESCI - Emerging Sources Citation Index ULAKBİM national index ASOS Index - Akademia Sosyal Bilimler İndeksi DOAJ – Directory of Open Access Journal Google Akademik Index Copernicus SOBİAD – Sosyal Bilimler Atıf Dizini TEİ – Türk Eğitim İndeksi © ANI Publishing. All rights reserved. © ANI Yayıncılık. Tüm hakları saklıdır. ii Journal of Qualitative Research in Education Baş Editör Editor-in-Chief Ali Ersoy, Anadolu Üniversitesi, Türkiye Ali Ersoy, Anadolu University, Turkey Editörler Editors Abbas Türnüklü, Dokuz Eylül Üniversitesi, Türkiye Abbas Türnüklü, Dokuz Eylül University, Turkey Ahmet Saban, Necmettin Erbakan Üniversitesi, Türkiye Ahmet Saban, Necmettin Erbakan University, Turkey Arife Figen Ersoy, Anadolu Üniversitesi, Türkiye Arife Figen Ersoy, Anadolu University, Turkey Bahadır Namdar, Ege Üniversitesi, Türkiye Bahadır Namdar, Ege University, Turkey Bülent Alan, Anadolu Üniversitesi, Türkiye Bülent Alan, Anadolu University, Turkey Çiğdem Kılıç, İstanbul Medeniyet Üniversitesi, Türkiye Çiğdem Kılıç, İstanbul Medeniyet University, Turkey Engin Karahan, Eskişehir Osmangazi Üniversitesi, Türkiye Engin Karahan, Eskişehir Osmangazi University, Turkey Hasan Gürgür, Anadolu Üniversitesi, Türkiye Hasan Gürgür, Anadolu University, Turkey Muhammet Özden, Kütahya Dumlupınar Üniversitesi, Türkiye Muhammet Özden, Kütahya Dumlupınar University, Turkey Murat Doğan Şahin, Anadolu Üniversitesi, Türkiye Murat Doğan Şahin, Anadolu University, Turkey Nuray Mamur, Pamukkale Üniversitesi, Türkiye Nuray Mamur, Pamukkale University, Turkey Şakir Çınkır, Ankara Üniversitesi, Türkiye Şakir Çınkır, Ankara University, Turkey Vesile Alkan, Pamukkale Üniversitesi, Türkiye Vesile Alkan, Pamukkale University, Turkey Yıldız Uzuner, Anadolu Üniversitesi, Türkiye Yıldız Uzuner, Anadolu University, Turkey Uluslararası Editörler Kurulu International Editorial Board Ali Yıldırım, Goteborg Üniversitesi, İsveç Ali Yıldırım, Goteborg University, Sweden Corrine Glesne, Vermont Üniversitesi, Amerika Corrine Glesne, University of Vermont, USA Hasan Simsek, Doğu Akdeniz Üniveristesi, Türkiye Hasan Simsek, Eastern Mediterranaen University, Turkey Ingrid Engdahl, Stockholm Üniversitesi, İsveç Ingrid Engdahl, Stockholm University, Sweden Magos Kostas, Thessaly Üniversitesi, Yunanistan Magos Kostas, University of Thessaly, Greece Melih Turgut, Norveç Fen ve Teknoloji Üniversitesi, Norveç Melih Turgut, Norwegian University of Science and Technology, Norway S. Aslı Özgün-Koca, Wayne State Üniversitesi, Amerika S. Aslı Özgün-Koca, Wayne State University, USA Şenel Poyrazlı, Pen State Üniversitesi, Amerika Şenel Poyrazlı, Pen State University, USA Tony Mahon, Canterbury Christ Church Üniversitesi, İngiltere Tony Mahon, Canterbury Christ Church University, UK Wendy Cobb, Canterbury Christ Church Üniversitesi, İngiltere Wendy Cobb, Canterbury Christ Church University, UK Teknik Editörler Technical Editors Hilal Atlar, Anadolu Üniversitesi, Türkiye Hilal Atlar, Anadolu University, Turkey Osman Çolaklıoğlu, Anadolu Üniversitesi, Türkiye Osman Çolaklıoğlu, Anadolu University, Turkey iii Journal of Qualitative Research in Education Table of Contents Classroom Teachers’ Perceptions of Difficult Children: A Phenomenological Study Serap Sarıçelik, Ahmet Saban....................................................................................................................... 1-27 Reflections of COVID-19 Pandemic on Autism Spectrum Disorder: A Descriptive Case Study Sunagül Sani-Bozkurt, Gülden Bozkuş-Genç, Gizem Yıldız………………………………………………......……..28-50 A Semiotic Analysis of Digital Educational Games with Religious Themes for Children Hasan Hüseyin Aygül, Gamze Gürbüz………………………………………………………………………..……….51-75 Experiences of the Mothers to Cope with the Problem Behaviors of the Children with Special Needs during Coronavirus (Covid-19) Process Sevim Karahan, Şeyda Yıldırım Parlak, Kübra Demiröz, Mehmet Kaya, Nilay Kayhan…………………………76-101 Examination of Quality Teaching of the Turkish Higher Education Based on the External Evaluation Reports from Multiple Perspectives Kamil Yıldırım, Aydın Aslan…………………………………………………………………………………..………102-125 Inclusive Leadership and Counseling in Schools: Asylum Seekers Students Erdal Yıldırım………………………………………………………………………………………………..…..…….126-150 Preschool Inquiry-Based Mathematics in Practice: Perspectives of Teachers and Parents Abdülhamit Karademir, Berrin Akman………………………………………………………………………...……151-178 The Childhood, Adolescence and Adulthood Experiences of Adult Only Children and Their Interpersonal Relationships Metin Kocatürk……………………………………………………………………………………………..…………..179-197 Vital Problems of Primary and Secondary Schools and Solution Suggestions: A Qualitative Analysis Based on the Opinions of School Administrators Gülay Aslan............................................................................................................................................198-234 iv Journal of Qualitative Research in Education Table of Contents Student Views on the Use of Online Student Response Systems: The Kahoot! Case İlyas Akkuş, Uğur Özkan, Hasan Çakır……………………………………………………………………………..235-254 Stakeholder Views on Early Literacy and Reading and Writing Acquisition in the Preschool Period Berrin Genç Ersoy………………………………………………………………………………………..……………255-286 Production of Representative Spaces in Architectural Education Through Instrumentalization of the Concepts of Ekphrasis and Hermeneutic Özlem Şenyiğit........................................................................................................................................287-301 Virtual Education Trials and Evaluation Process in Architecture Hilmi Ekin Oktay, Hacer Mutlu Danacı, Melisa Unvan, Kemal Reha Kavas, İbrahim Bakir……….……………302-315 Critical Friendship in Self-Study Bülent Alan, Hanmyrat Sariyev, Hatice Ferhan Odabasi.............................................................................316- 334 Role Ambiguity of School Principals Yasemin Su, Erkan Tabancalı………………………………………………………..……………………………….335-359 v Journal of Qualitative Research in Education Classroom Teachers’ Perceptions of Difficult Children: A Phenomenological Study* Serap SARICELIK ** Ahmet SABAN *** To cite this article: Saricelik, S., & Saban, A. (2021). Classroom teachers’ perceptions of difficult children: A phenomenological study. Journal of Qualitative Research in Education, 25, 1- 27. doi: 10.14689/enad.25.1 Article Info Abstract: This study examined classroom teachers’ perceptions of difficult children. It applied the descriptive phenomenology design of qualitative Received: 30 Apr. 2020 research approaches. In identifying the participants, the maximum Revised: 12 Oct. 2020 variation sampling technique, one of the purposeful sampling methods, Accepted: 18 Oct. 2020 was used. Sixty classroom teachers working in Konya (20 from central schools, 20 from disadvantaged area schools, and 20 from private schools) have been selected and included in the study. Data were collected through semi-structured interviews and analyzed by the content analysis technique. Findings revealed that the participating classroom teachers were generally aware of difficult children’s characteristics (such as having academic difficulties, exhibiting communication problems, inability to adapt socially, or disobeying classroom rules). According to the participants, there are at least five types of difficult children in schools: (1) children with giftedness or learning difficulties, (2) children who are overly active or silent, (3) children who are spoiled or not cared for by their families, (4) children who are excessively aggressive or quarrelsome, and (5) children who are distracted or uninterested. The study concludes that more research is needed to understand the difficult child phenomenon fully. Keywords: Classroom teacher, difficult children, descriptive phenomenology © 2021 ANI Publishing. All rights reserved. * This article was produced from the first author’s master’s thesis completed in 2018 under the second author's supervision. ** Correspondence: Hanefi Aytekin Primary School, Turkey, [email protected] *** Necmettin Erbakan University, Turkey, [email protected] 1 Journal of Qualitative Research in Education Introduction Education is one of the most critical factors that shape the future of a country. One of the elements of this