Turkish preservice teachers’ experiences with emergency remote teaching: A phenomenological study

This research studies the lived experiences of preservice teachers who were provided with emergency remote teaching due to the Covid-19 pandemic It is a qualitative study employing a phenomenological design The participants were 24 preservice teachers studying at Usak University, a state university in Turkey The data were collected through phenomenological interviews and subjected to phenomenological analysis As a result, four themes emerged: successful implementation factors, challenges, opportunities, and suggestions for improved learning It was revealed that preservice teachers experienced pedagogical, technological and social-emotional challenges which far outweighed the opportunities, such as sustainability of education and flexible assessment approach © 2021, Western Australian Institute for Educational Research Inc All rights reserved