Investigation of teacher's roles and duties based on social emotional learning in after school robotic coding education

The tasks and responsibilities of teachers vary depending on the circumstances. The functions and responsibilities of the teacher vary depending on whether formal education in schools or after-school education, one sort of out-of-school education, are contrasted. In this thesis, after-school robotics and coding education activities were looked at. Numerous extracurricular public and private activities are conducted on coding and robotic coding in Turkey and throughout the world (Deneyap workshops, etc.). Teachers and others with a background in technology can carry out these tasks. In these activities, pupils might also receive social and emotional assistance. However, when educators seek to help their pupils in terms of social and emotional learning (SEL), the expected roles and responsibilities are not apparent. The purpose of this thesis is to identify the roles and responsibilities of teachers in order to promote students' social and emotional learning during after-school robotics and coding activities. 15 one-on-one interviews and four focus groups were held for this purpose. The Nvivo application was used to conduct word frequency and word similarity analysis after content analysis and frame analysis on the collected data. It was observed that the themes of peer relationships, self-regulation, and duty awareness encompassed the roles and responsibilities of teachers. Emerging roles include manager, organizer, communicator, guide, and observer. The sub-themes of resolving peer problems, overcoming obstacles, and maintaining emotional control came to the fore in coding. And the sub-themes of improving communication possibilities and modifying their aims and plans in light of their present progress came to the fore in robotic coding. One of the outcomes was that teachers may play more of a guiding and supporting role than in formal education in after-school programs.