Indigenous Teachers' Living Experiences of Education Challenges in Subcultural Areas during the COVID Crisis 19

The aim of this study was to investigate the lived experiences of native teachers of the challenges of education in subcultural areas during the Covid Crisis 19 in the new suburbs. The Approach of the present study was qualitatively phenomenological. The study area was all native primary school teachers in Laeen city. Using purposive sampling method, native teachers with at least 8 years of service experience were selected and interviews were continued until theoretical saturation. Its reliability was obtained through three criteria of acceptability, reliability and verifiability. Findings were analyzed using the Claysian method and were classified into 5 main categories including challenges related to students, parents, systems and media, teachers and challenges related to indigenous communities and 15 subcategories. The findings showed that in indigenous environments, experiences based on environment-based learning, group learning and the existence of emotional connection between teacher and students are the sources of learning and teaching, which has been taken away from teachers due to the Covid 19 crisis. Another issue is the immediate and unplanned entry of the media into the education system in the indigenous environment, which has raised concerns for parents and the indigenous community. Overall, the findings show that the most important challenge of e-learning in the Covid 19 crisis is the destruction of indigenous culture. In addition, the lack of educational justice is one of the challenges in these areas