Özet:

The importance and implementation of remote education, which has become the agenda of our education-teaching system with the pandemic process, continues to increase all over the world. The epidemic has also given us the chance to see some of the opportunities offered by remote education. In similar situations where restrictions are mandatory, it is expected to be permanent by being applied together with face-to-face education in the coming years, except it is seen as an alternative to prevent the disruption of education. For this reason, teacher experiences are important in terms of evaluating the remote education applied during the pandemic process, revealing its quality and efficiency, and eliminating the deficiencies. Based on this, the aim of this study is to reveal the remote education experiences of classroom teachers during the Covid 19 pandemic. Phenomenology design, one of the qualitative research methods, was used in the study. As the study group, 15 primary school teachers working in a state school in Meram district of Konya province were determined. In dertermine of particaipants was used to criterion sampling method one of the purposive sampling methods. As a data collection tool was used to a semi-structured interview form developed by the researcher. The interviews were made via video on the online platform. In the analysis of the data was used Content analysis. According to the results of the study, it was seen that the primary school teachers generally viewed remote education positively, which they experienced during the pandemic process. For teaching environments, apart from positive experiences such as technological opportunities, richness of content, flexibility, continuity, responsibility, applicability, parent support, efficiency and comfort, problems such as technical problems, accessibility, difficulty in classroom management, lack of peer education, difficulty of applied lessons, negative effects on student health, and decrease in sociability were determined. It has been determined that they find the assessment and evaluation practices inadequate, and they prefer individual assessments. Visual classroom environment, social media, and accessibility were found to be positive experiences for communication and interaction, while technical problems, problems arising from the environment, and students who could not attend classes were identified as communication and interaction problems. The results for professional competence were determined as adaptation to technology, increased self-confidence, innovative perspective, and finding oneself successful.

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