Özet:

During the Covid-19 period, the world has switched from face-to-face teaching to emergency remote teaching. Therefore, partners at all levels of education have necessarily entered a process that many of them have never experienced before and were not ready for. In the research to determine the partner perceptions formed by the experiences in this process, it has been reported that the partner perceptions towards the emergency remote teaching process are generally negative. With the reduction of the effects of the pandemic, the new normal process has been started and distance education has been continued in the basic compulsory courses at rates determined in each department in universities, while face-to-face education has started in other courses. Thus, the experiences of the partners differed in this new regulation. One of these partners is teacher candidates. Therefore, in this study, it is aimed to examine the metaphorical perceptions of the teacher candidates, who took the common compulsory course "Information Technologies" through distance education, about distance education in this process. Phenomenology, which is one of the qualitative research methods, was determined as a research method in order to reveal the perceptions of teacher candidates towards distance education. The data of the study were obtained with the metaphors produced by the teacher candidates about distance education. For this purpose, data were collected with the help of a questionnaire created online via Google Form. After removing 57 data that was not suitable for the metaphor structure from the data obtained from 221 candidates, the findings were created by taking into account the opinions of a total of 164 teacher candidates, 98 of whom were female and 66 were male. In the analysis process of the data, themes and categories for metaphors were created by using the content analysis method. As a result of the research, it was determined that the perceptions of the participants towards distance education were negative, the female participants had more negative perceptions than the male participants, and the perceptions of the teacher candidates in the verbal content departments were more positive than the candidates in the applied content departments.

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