Abstract:

During the Covid-19 pandemic, in order to slow down the spread of the virus and protect human health, face-to-face education was suspended and the distance education process was started. In this study, it is aimed to evaluate the distance education process carried out with Syrian students under temporary protection during the Covid-19 pandemic period, according to the views of classroom teachers. The study group of the research, which was designed in a phenomenological design from qualitative research, was determined by the criterion sampling model. In the second term of the 2020-2021 academic year, 12 classroom teachers with Syrian students under temporary protection in their classes formed the study group of the research. Data collection was provided through a semi-structured interview form and content analysis technique was used in the analysis of the data. In the research, especially the financial problems experienced by Syrian students under temporary protection regarding technological devices and internet access during the distance education process, it has been concluded that the participation in live lessons is very low due to language problems and the negative attitude of the parents, the home environment and the number of siblings studying create problems in participation in live lessons, the absence of equality of opportunity in education, creating emotional and psychological gaps in students and causing level differences between students. Providing access to technology for students under temporary protection, adding content suitable for students under temporary protection to the EBA, enriching existing content in accordance with students under temporary protection, identifying students who cannot participate in the distance education process and providing supplementary courses and providing social and emotional support for students under temporary students are among the suggestions offered.

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