Abstract
In this study, the experiences, feelings and thoughts of the instructors working in the teacher training program about distance education were examined. Therefore, the research is a phenomenological study. A focus group discussion was held. The study group of the research consisted of 5 volunteer lecturers. Faculty members criticize the university's preferred learning management system that allows limited communication. He argues that this provides opportunities for education rather than education. According to the instructors, the students perceived the individual learning preference, which is the most basic advantage of distance education, as irresponsibility rather than freedom. In summary, according to the instructors, interaction and role models are needed in the learning environment. In addition, technical and psychological preparation is important for a successful distance education.
Highlights
In this study, the experiences, feelings and thoughts of the instructors working in the teacher training program about distance education were examined
In which distance education practices in the teacher training process are handled in line with the knowledge, thoughts and experiences of the practitioner instructors; perspectives on the advantages and disadvantages of distance education are presented
It is emphasized that teacher education cannot be realized without communication and social interaction, attention is drawn to the possibility of hybrid learning
Summary
The experiences, feelings and thoughts of the instructors working in the teacher training program about distance education were examined. The aim of the education is to raise free individuals who have effective communication skills, adapt to change, access resources, use information and communication technologies efficiently, care about themselves and society, take responsibility, research, question and think critically. This is a universal goal and teachers are actors of this goal.The success of education systems depends on the quality and performance of teachers. Governments and education ministries support distance teacher education for four reasons: rapidly increasing the proportion of teachers trained, limiting costs, retraining existing teachers, and improving learning conditions in primary schools (Lyned, 2005). There is a need for studies examining DE in teacher training
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