Abstract:

The aim of this study is to identify the opinions of teaching candidates on remote education offered due to COVID-19.  In the study, the quality research methods have been used for the design of the case study and the conversation technique, the easy-to-accessful case sampling from the purpose sampling methods. The study group is formed by teachers candidates who study at the educational faculty of a state university in Turkey and who continue their studies at different faculties in the same university while receiving formation education. In the study, the data was collected and visually analyzed in the internet environment using the interview form. This study was carried out in accordance with the Decision of the Ethics Council of the Nevşehir Hacı Bektaş Veli University dated May 14, 2020 and No. 2020.11.107. At the end of the study, the conclusion was that the highest expectations of teaching candidates from distance education were given to the classes at the basic qualification level and thus the education would be passed effectively without interruption from the classes. It has been revealed that the vast majority of teaching candidates have no previous knowledge and experience of distance learning. The teaching candidates have considered that the follow-up of the lessons later and from where they want (without having to go to school) is the most positive and intimate environment of distance education as the most negative side. According to the teaching candidates, theoretical courses can be given by distance learning, but the practical courses such as internship and laboratory can not be given by distance learning. The vast majority of teaching candidates pointed out that remote education affects motivation, self-control, inter-class interaction and the quality of education in a negative way and that remote education is not in accordance with working habits. Finally, teachers candidates have expressed their preferences as face-to-face education, mixed education and distance education, respectively, and they do not want to use distance education when they are teachers.

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