Investigation of primary education teacher's attributes to technological pedagogical content and distance education

The aim of this study is to examine the pre-service classroom teachers' technological pedagogical content knowledge and their attitudes towards distance education. The sample of the study, which is in the scanning model, consists of 423 teacher candidates studying at Giresun University, Ordu University, Ondokuz Mayıs University and Trabzon University Education Faculty, Department of Basic Education, Classroom Education in the 2021-2022 academic year. In the study, "Personal Information Form", "Technological Pedagogical Content Knowledge Scale" and "Attitude Scale towards Distance Education" are used as data collection tools. The answers given by the teacher candidates to the scales are collected online. According to the results of the study, no significant difference is observed in terms of the variables of technological pedagogical content knowledge of classroom education teacher candidates, gender, grade level. Significant differences are observed in the possession of a personal computer and in the dimensions of the region where he lived. In the comparison of their attitudes towards distance education, there is no significant difference in terms of gender, university attended, grade level, while there is a significant difference in terms of having a personal computer and living area. It is concluded that there is a very low and non-significant relationship between the total scores of the technological pedagogical content knowledge scale and the total scores of the attitude scale towards distance education. Keywords: Classroom Education, Teacher Candidate, Technological Pedagogical Content Knowledge, Distance Education, Attitude