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.
