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Abstract


The Problems Encountered by Pre-Service Mathematics Teachers in Distance Education Practices and Solution Suggestions
This study was carried out to investigate the problems faced by the pre-service middle school mathematics teacher in the distance education practices and their solution suggestions about these problems. The research was a qualitative study using the case study design. The sample of the study consisted of 41 first grade, 46 second grade, 35 third grade and 26 fourth grade pre-service teachers who are studying in a state university elementary mathematics teaching program. Participants were 105 female and 43 male pre-service teachers. The data were collected using a questionnaire form consisting of two open-ended questions developed by the researchers. Participants answered the questions in the questionnaire online via computer. Content analysis method was used in the analysis of the data. As a result of the research, pre-service teachers' problems encountered in distance education practices were learning deficiencies, technological deficiencies, technological infrastructure problems, unobserved exams and technologyrelated health problems. The pre-service teachers made suggestions for the course process such as synchronous lesson, video or audio presentation, active use of communication tools, detailed course contents, partial distance education, increasing student followup, students gaining self-discipline. They made suggestions to evaluate the exams as homework and examinations under supervision. In addition, they made suggestions for material and infrastructure support and psychological support.

Keywords
Distance Education, Mathematics, Pre-Service Teacher, Problems, Mathematics Education.


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