Abstract
In this study, it was aimed to determine the views of music teachers who have worked in secondary education during the COVID-19 Pandemic process regarding the music lessons conducted via distance education. The study group of the research consisted of 11 music teachers who were determined by the convenience sampling method. The data were collected using a semi-structured interview consisting of 6 questions and a demographic information form. In line with the findings obtained from this study, it was determined that the music teachers participating in the research had difficulties in classroom management, parents' approaches, technological equipment, internet problems and students' motivation. Besides, it was determined that the teachers used different technological teaching materials in the course, the achievements in the curriculum were partially achieved and the course evaluation process could not be carried out effectively enough.
 Key words: COVID-19, pandemic, distance education, secondary education, music education
Highlights
Education, which is thought to have a critical importance in the development of societies, is affected by the rapid developments in information technologies
With this research based on a case study, teachers' views on secondary education practices in distance education in the COVID-19 pandemic process were tried to be determined by conducting in-depth interviews. 2.2
It was determined that students do not feel comfortable due to their parents' negative attitudes, they do not participate actively in music activities held in the home environment. It is among the results of the research that excessive parental attention affects the process negatively. These findings reveal that balanced parent support is necessary for an effective and productive distance education process
Summary
Education, which is thought to have a critical importance in the development of societies, is affected by the rapid developments in information technologies. These rapid developments supported the development of human resources and lifelong education understanding, and the idea of benefiting wider masses from the new opportunities offered by the digital age led to the spread of the distance education approach (Özbay, 2015; Parlak, 2017). In Turkey, learning with letter practices first started regarding foreign language training in 1953, distance education applications with the establishment of the Open University in Anadolu University in 1982 have become widespread (Arat & Balkanlı, 2011; Eygü & Karaman, 2013)
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