Abstract
This study aimed to investigate the problems faced by pre-service teachers in the distance education process, which has been implemented during the Covid-19 pandemic. The study was carried out as a case study of qualitative research methods. The study group comprised pre-service teachers receiving education in the faculty of education in a state university in Turkey during the spring term of the 2019-2020 academic year. In order to collect data, the researcher created an interview form. Then the form was applied to the pre-service teachers on a volunteer basis and online. The content analysis method was used in the data analysis. The data were coded by two researchers. Miles and Huberman’s (1994) formula was used for a consensus between the coders. At the end of the study the problems experienced by the pre-service teachers were collected under the themes of implementation, student, impossibility, technical and instructor. The pre-service teachers stated that they mainly faced problems such as the lack of time spared for live courses regarding “implementation”; failure of establishing communication with friends regarding “student”; absence of internet regarding “impossibility”, sound problems regarding “technical” and lack of communication regarding “instructor”. Determining the problems is a step to their solutions in learning and teaching environment
Highlights
Distance education is a process of planned teaching learning that occurs in a different place from the normal learning setting and requires communication and a special corporate organization via technologies (Moore & Kearsley, 2012)
This paper aims to reveal the individual, technological and economic problems faced by pre-service teachers in institutions training teachers during the Covid-19 pandemic period
In this study investigating the problems and barriers faced by pre-service teachers in a higher education institution during the distance education process implemented in the Covid19 pandemic, five themes and 29 codes were revealed as a result of the data analysis
Summary
Distance education is a process of planned teaching learning that occurs in a different place from the normal learning setting and requires communication and a special corporate organization via technologies (Moore & Kearsley, 2012). The definition of distance education has four components: a. Sound and video sharing (learning experiences) d. Separation of teacher and student (Simonson, Smaldino, Albright & Zvacek, 2008). Distance education is a concept which pertains to increasing the quality of education to develop student’s learning (Burns, 2011)
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