Metaphoric Perceptions of Mathematics Education Students towards Distance Education

Abstract

The aim of this study is to determine the perceptions of students studying at undergraduate program in Mathematics Education towards distance education through metaphors. The study group of the research was selected with the convenience sampling technique. Sample consists of 100 elementary school mathematics teacher candidates studying in a state university in the Eastern Anatolia region in the 2020-2021 academic year. Phenomenology design was used in the study. Data collection tool is the opinion form prepared by the researchers. The form was sent online (Mail, WhatsApp) to prospective teachers and asked to fill in, "The distance education system is similar to ……… because ……." the phrase. The obtained data were analyzed using the "content analysis" technique. In line with the findings, 88 different metaphors were obtained. 75% of these are negative, 15% are positive and 10% are variable perceptions depending on the situation. Reasons for the negative perception of the teacher candidates (75%) are emphasized that this system is inefficient-useless, corrosive, inadequate, creating inequality of opportunity, compelling, far from reality and containing uncertainty. On the other hand, reasons for positive perception (15%) are emphasized as providing convenience, being saviour and guide in this process, and should be included in the education system as a result of developing technology. In addition, a small number of pre-service teachers (10%) mentioned that distance education can become positive or negative depending on the situation of the person. Suggestions were made to increase the functionality and effectiveness of distance education.