Abstract:

In this study, it is aimed to determine how first grade teachers taught how to read and write via distance education during the pandemic and what kind of issues they encountered in the distance education process. In the study, the case study method, which is one of the qualitative research methods, was adopted. Semi-structured interviews were conducted with 14 teachers, two from each region, and the collected data were analyzed by using the content analysis method. Accordingly, the problems related to electricity and internet infrastructure, excessive daily lesson hours in distance education, issues related to pronunciation and writing of some letters, unconscious behaviors of parents, issues caused by financial inadequacies of families, inadequacies in the content of the EBA platform, and the fact that teachers did not receive in-service training were the most frequently encountered problems expressed by the teachers. It has been found that while teaching how to read and write via distance education, the teachers continued to use the lesson plans and the materials that they used in the face-to-face education process, besides, they actively used videos and web-based platforms, they adopted a game-based education model, and they progressed with the support of the parents in the distance education process.

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