Abstract:

Purpose: The aim of this study is to examine the attitudes of teacher candidates towards emergency remote education and their self-evaluation of using these environments. Design/Methodology/Approach: Survey model was adopted in this study that aimed to examine teacher candidates' perceptions of emergency remote education and their reflections on the emergency remote education process. The present study was conducted by following two steps. The Distance Education Attitudes Scale was first adapted into Turkish, and then both the Distance Education Attitudes Scale and the Distance Education Evaluation Scale were administered to the teacher candidates. Findings: Based on gender, the teacher candidates' attitudes showed no significant in the DRDE dimension while there was a statistically significant difference in the EDE dimension. The teacher candidates' evaluation of the distance education process significantly differed in the LP dimension, but did not in the TI dimension. No significant difference was observed in the emergency remote education attitudes of the students who were exposed to emergency remote education in the first and second years of higher education and who are currently studying their third and fourth years. In a similar vein, there was no difference in terms of their study programs. Highlights: In this study, the emergency remote education attitude scale was adapted to Turkish. In this context, this study will contribute to the literature. It is important for teacher candidates to evaluate themselves in the emergency remote education process as well as determining their emergency remote education attitudes. After the distance education attitude scale was adapted to Turkish, data were collected with the distance education evaluation scale and the situation of the teacher candidates was tried to be determined. As a result of the study, it is important that there is no differentiation in terms of gender, class level or department in situations that require technology literacy skills.

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