A Phenomenological Study of Teachers' Adaptation Process to Distance Education in the COVID 19 Period

Abstract

Distance education has emerged as an alternative way to meet basic education needs during the Covid-19 process. This study, aimed to study the experiences of teachers in the process of adaptation to distance education during the COVID-19 process. In this direction, phenomenology design, one of the qualitative research methods was used in the research. The participants of the study were selected as ten secondary school teachers in Türkiye who conducted distance education courses during the COVID-19 pandemic. The data of the study were obtained as a result of in-depth interviews through the semi-structured interview form developed by the researcher. In the study using inductive content analysis, the themes explaining teachers' experiences in the process of adaptation to distance education; technical challenges, difficulty in motivation, education everywhere, technology integration, social deficiencies, learning losses, addiction to technology, use of digital material and communicative difficulty were determined. The study findings were discussed in line with the literature and suggestions were developed.

Keywords

• Distance education
• covid-19
• adaptation
• phenomenology.

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