Reality shocks experienced by classroom teachers graduated from face-to-face and distance education and suggestions for solutions

ABSTRACT This study aims to define the reality shock experienced by primary school teachers in their first year of teaching, identify the causes of reality shock stemming from distance and face-to-face education, and determine what can be done in university education to mitigate this shock. In line with this objective, interviews were conducted with 18 teachers who graduated through distance and face-to-face education from seven different regions of Turkey. The study group was selected using criterion sampling, one of the purposive sampling methods. The research data were collected through semi-structured interview questions, a qualitative data collection tool. The data obtained from the interviews were analyzed using content analysis, a qualitative analysis method. The analysis revealed that teachers who graduated through both distance and face-to-face education encountered similar challenges in their professional lives; however, their ability to cope with these challenges varied. Both groups experienced difficulties in classroom management, student communication, and lack of physical resources, but teachers who graduated through distance education struggled more in these areas. On the other hand, teachers who graduated through face-to-face education were better able to overcome these difficulties thanks to the practical experience gained from applied courses. To minimize the effects of reality shock, it is recommended to incorporate more practical courses and reduce the theoretical workload. Keywords: Reality Shock, Online Education, Face-to-Face Education