Özet:

The COVID-19 process, which has led to a serious interruption in the functioning of the educational services in all countries, has also greatly affected the educational processes in Turkey. Education has been interrupted, schools are closed, all countries have tried to create a solution to this situation. Even when schools were opened from time to time, the decision was made to re-closing, teachers and students tried to carry out education by distance teaching. Each country has conducted the process according to its own economic conditions. The situation in Turkey is similar to other countries. According to the government’s decision, education has been suspended from 12 March 2020. In accordance with this decision, the 2019-2020 spring period has been continued with EBA TV support with remote teaching. According to the progress, steps to gradually reopen the schools in the 2020-2021 semester have been taken. However, given the course of the epidemic process, the high rates of COVID-19 cases, the schools abandoned this decision continued to distance teaching. Remote teaching is a method that is predicted to continue even if the epidemic process is over and plays an important role in the process of digitalization in education. In this context, the study of the process related to distance learning is important to minimize the problems in the process. In this context, the purpose of this research is to identify class teachers’ opinions about their work in remote teaching during the COVID-19 epidemic. The study is aimed at identifying the opinions of the teacher in the research methods of quality research (case study) was preferred. It is considered to be the "comprehensive one-situation" model of the situation. The research was carried out in the Sea Sea Center in the 2020-2021 period. The research data was obtained from teachers of 2nd, 3rd and 4th classes (n=32) who are responsible for the Ministry of National Education, official primary schools. With regard to the difficulties of getting to the teachers in the inflatable process, face-to-face interviews were preferred in the selection of the sample "easy accessible sample". In obtaining research data, the personal information form developed by the researchers and the open-end question form were used. There are nine questions about the problems of distant learning during the COVID-19 epidemic process. In the field of questions created, the opinion of 4 teachers was submitted. Two questions were answered according to the returns. Finally, the personal information form and 7 questions with an open end question form were created. The form created was presented to teachers in the internet environment and filled with the form with the essence of volunteering. The data is subject to content analysis. Both researchers read the teachers' opinions with great sensitivity and identified the research codes. Related codes are gathered together and themes are created. Opinions on the created codes are presented in tables. The percentage of opinion unity is calculated to determine the consistency of the codes identified separately by both researchers. In the calculations made, the opinion agreement was found to be above 81% for all questions. According to the teachers’ opinions, remote teaching was not effective in the epidemic process: the application of remote teaching to the first classes has negatively affected the reading and writing teaching process. According to the teachers, the students’ listening skills are developed. Mobile environment has caused difficulties in developing speech skills. The ability to read is negatively affected because it is under family control. It was not possible to check the students' writing work in the distance lessons.

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