Distance education perception of Turkish language and literature teachers and teacher's opinions on the applicability of distance education in Turkish language and literature teaching

The aim of this study is to examine the perception of distance education of Turkish Language and Literature teachers and to investigate the effectiveness and applicability of distance education in Turkish Language and Literature course. For this purpose, Turkish Language and Literature teachers' perception of distance education and their views on distance education were examined in terms of various variables. In this study, mixed method was used as the research model. Quantitative sample of the study consists of 438 Turkish Language and Literature teachers who actively work in public secondary education institutions, which were created using the simple random method, and the qualitative sample consists of 45 Turkish Language and Literature teachers with the same qualifications, who were selected by the same method. The Distance Education Perception Scale developed by Gök (2011) and Semi-Structured Interview Form created by the researcher using expert opinions were used as data collection tools in the research. Personal information form containing demographic information was used in both data collection tools. A statistical package program used in the field of social sciences was used for the analysis of the data obtained from the quantitative scale. As a result of the analysis, it was determined that the data showed normal distribution and parametric tests were used. Independent groups t-test was used when the number of groups to be compared was two, and one-way analysis of variance (one-way ANOVA) was used when there were more than two. Content analysis technique was used for the data of the qualitative part of the study. The answers given to the questions were examined, similar and different answers were categorized and the codes belonging to these categories were created and shown in tables. When the results of the quantitative part of the research were examined, it was determined that the Turkish Language and Literature teachers' perception of distance education was at a moderate level. No statistically significant difference was found in the perception of distance education in terms of gender, educational status, tenure and age groups. According to the situation of providing distance education, a significant difference was found in favor of the teachers who did not give distance education in the perception of distance education. A significant difference was found in the perception of distance education in favor of teachers who received distance education according to the status of receiving distance education while a student. When distance education is examined according to knowledge and proficiency level, a significant difference was found in the perception of distance education in favor of medium and high levels versus low level. When the results of the qualitative part of the research were examined, the teachers who stated that they benefited from technology sufficiently during distance education cited their previous knowledge as the reason for this. Teachers, who stated that they could not benefit from technology, cited the lack of in-service training as a reason. About distance teaching, as a positive aspect, the answers to the use of visual and auditory materials came to the fore and as a negative aspect, answers about difficulties in communication came to the fore. Teachers stated that they had difficulties in adapting their writing and oral communication acquisitions to distance education. Although they stated that the content is generally suitable for distance education, they stated that it would be beneficial to simplify it. In addition, the idea that the program for distance education should be simplified in general came to the fore. It has been seen that the ability to use technology is one of the features that teachers should have for distance education. Finally, teachers who think that distance education should be included in the system after the pandemic process stated that they can support face-to-face education, while teachers who say that it should not be included stated that distance education is not efficient. Keywords: Distance learning, Distance education perception, Emergency distance education, Turkish language and literature distance education