Abstract:

In literature, many issues related to distance learning are attracted, especially during the epidemic period. With the transition to face-to-face education, the continuity of the issues faced in remote education has become compulsory for an effective teaching. It can also be said that it is important to identify the problems arising in distance learning, face-to-face reflection in education. In the discovery of these problems, the opinions of teachers who are important stakeholders of education are highlighted. In this context, the purpose of the study is to determine the opinions of high school teachers about the face-to-face training process carried out after distance learning. For this purpose, research has been used by the methods of quality research (fenomenology). The research was conducted with eight teachers from different branches working in a secondary school in an province center located in the Eastern Anadolu region in the 2021-2022 educational year. The research has used easy-to-accessful sample methods for the purposes of the study. For research, Van Hundred Years University has received ethical and written permission from the Publication Ethics Board of Social and Human Sciences. The data was collected through semi-configured interviews developed by researchers. In the analysis of the data, content and visual analysis were used. Teachers have noted that the academic success of students in the process of distance learning has decreased, and that the academic success in face-to-face education has increased. In addition, teachers have expressed that in the face-to-face training process, students’ interest in the class, learning desires and participation in the class increased. Teachers have said that students have increased disturbance of attention, slow reading and writing, tendency to physical violence, argo and cursed speeches. In addition, teachers have noted that students have subjective deficiencies, feelings of failure, lack of self-confidence, and psychological changes such as excessive reaction to events. Also, teachers have observed that the process of transition to face-to-face education after distance learning positively reflects some of the students’ behaviors. Therefore, the problems encountered in the distance learning process have not been fully solved in face-to-face learning. To resolve this situation, it is recommended that teachers, school guidance services and guardians work in cooperation.

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