Distance Education Experiences of Social Studies Teachers: Current Situation, Problems and Solution Suggestions in Gaziantep Province

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Distance Education; Social Studies; Preservice Teachers; Teacher Education Programs; Phenomenology; COVID-19; Pandemics; In Person Learning; Educational Change; Emotional Disturbances; Student Attitudes; Foreign Countries; Barriers; Educational Experience; Technical Support; Teaching Methods; Homework; Access to Education

In this study, it is aimed to examine the experiences of Social Studies Teacher Candidates in the Distance Education process. In this study, which is qualitative research, the phenomenology design was used. The study group of the research consists of Social Studies Teacher Candidates studying at Gaziantep Province Nizip Education Faculty. The data of the study were collected by semi-structured interview technique according to 14 open-ended questions created by the researcher and the expert. During the data collection process, some face-to-face interviews were conducted. Due to the COVID (19) pandemic, which has affected the world and our country, some of the data has been collected via mail and forms. The obtained data were analyzed by content analysis technique. The findings obtained from the analysis of the data are presented in tables. The results obtained within the framework of the experiences of the pre-service teachers gave direction to the research. According to the results obtained in the research, it was stated that the interest of the pre-service teachers who took lessons with distance education decreased and that the distance education lessons had advantages and disadvantages, that distance education lessons were important in continuing education, but they could not replace face-to-face education. The lack of any preparations for distance education and the inability to get used to distance education and the inability to overcome the psychological difficulties in the pandemic process were effective in shaping the views of pre-service teachers. It has been concluded that due to the poor infrastructure of the country due to its geographical regions, the lack of full participation in the classes and the fact that students do not have sufficient equipment and devices economically, they have negative opinions about distance education. [For the full proceedings, see ED630948.]

As Provided

2023

ED630956