Teacher's opinions on teaching techniques and material use levels in distance education Turkish courses

The aim of this study is to measure the level of Turkish teachers' use of teaching methods and techniques in the distance education process, the reasons for not using these techniques, and the teachers' level of material use. In accordance with this purpose, with the scale developed by the researcher, the level of use of 34 teaching techniques, the reasons for not using these techniques, and the level of teachers' material use were revealed. The sample of this study, which was carried out according to the simple/single scanning model, consists of 324 Turkish teachers working in the province of Sakarya, which was reached using an online survey platform with random sampling method. According to the data obtained as a result of the research, the most used techniques are the techniques such as Question-Answer, Homework and Brainstorming Techniques. The least-used techniques are Tereyağı-Ekmek , Elma Dersem Git, Armut Dersem Kal Technique, Pazaryeri Technique. Within the scope of the study, the reasons for not using the unused ones among 34 teaching techniques, which were examined together with the techniques used, were also examined, and the reasons for not using the techniques were respectively: (1) not knowing whether there is a resource on the subject, (2) lack of a resource, (3) there is a resource but they do not know how to use it, and (4 ) resource exists but cannot access these resources. In the study, the level of use of materials by Turkish teachers was also examined and (1) Turkish course textbooks, (2) EBA (Educational Information Network) contents, (3) Visual materials (real objects and models, pictures, charts, drawings, graphics, concept maps). , printed materials, etc.), (4) Auditory materials (listening texts, etc.), (5) Audio-visual materials (video, slide presentation, etc.) and (6) Digital education and learning platforms, usage level of a total of 6 media were measured. The level of use of the mentioned 6 materials was found to be quite high. Non-parametric tests were used due to the non-normally distributed data set. Difference analyzes were made with variables such as gender, age and computer-assisted education. There was no relationship between the gender variable and the variable of use of teaching techniques, but a relationship was found between the variable of material use. A relationship was found between the age variable and the variable of use of teaching techniques, but no relationship was found between the variable of material use; A statistical relationship was found between the computer-assisted education variable and both the use of teaching techniques and the use of materials. Finally, the findings were discussed within the scope of the study and various suggestions were made for the study findings and future research. Keywords: Turkish Teaching, Distance Education, Teaching Techniques, Material Use , Teaching Techniques in Distance Education