The reality shocks experienced by teachers in the distance learning process

In this research, it is aimed to investigate the reality shocks experienced by teachers during the compulsory distance education process due to the COVID-19 epidemic. Following this purpose; some points such as what kind of affective reactions caused by the distance education problems gave teachers a reality shock, how they were solved by the teachers, what the expectations of the teachers for distance education were, what kind of changes these expectations had undergone, and what were the positive features that alleviated the affective problems of the teachers in distance education were revealed. This research was designed by the holistic single case pattern of qualitative research. This research was carried out by 25 teachers who carried out the distance education activity implemented as an emergency action plan in Gaziantep in the 2020-2021 academic year. The study group was selected by standard sampling, which is one of the purposive sampling methods. The data of the research were collected with semi-structured interview questions, which is one of the qualitative data collection tools, and collected data were analyzed by qualitative content analysis. The teaching process in distance education from the analysis of the current class management during live courses, information and communication technology to use skills, parents' behavior, school management behaviors, problems arising from the technological infrastructure was found to be the cause of the reality shock. It was determined that teachers offer solutions to problems that cause reality shock. While some teachers' positive expectations for distance education before the epidemic resulted in disappointment, some teachers' negative expectations resulted in positive attitudes. The positive features of distance education that increase teachers' information and communication technologies and research skills, ensure that they are planned and increase their self-efficacy are the positive features that make teachers happy. In addition, positive choices are made in order to benefit from additional education services in the future and to benefit from developments related to distance education.