Abstract:

The purpose of this study is to determine the experiences and problems of elementary school teachers regarding the teaching of writing skills in the distance education process. Basic qualitative research, one of the qualitative research designs, was used in the study. Twenty elementary school teachers who worked in elementary4 schools in the 2021-2022 academic year and provided distance education during the pandemic process participated in the study. The data were collected through semi-structured interviews. Descriptive analysis was used in the analysis of the data. The results showed that the infrastructure of distance education was not suitable for the teaching of writing skills and that the writing activities carried out in distance education during the epidemic did not sufficiently improve the writing skills of the students. In addition, the activities were generally the ones used in face-to-face education. The written products of the students could not be given sufficient feedback, and the teachers' distance teaching skills were not adequate. It was also found that the teachers did not want to provide writing education via distance education.

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