摘要：The aim of this study is to examine the opinions of teachers about the distance education process in the course of Covid-19 global epidemic, to reveal the positive and negative aspects of distance education and to make suggestions for the improvement of distance education. The research was carried out with case study (case study model), one of the screening models. The study group of the research consists of 44 teachers who work as preschool, primary, secondary and special education teachers in Ankara. In the research, the data were realized by applying online through a structured interview form developed by the researchers. The collected data were analyzed by content analysis. Themes and codes were created from the answers given to the interview questions and frequency distributions were determined. As a result of the research, it has been determined that the majority of teachers find themselves sufficient and moderate enough in distance education, many of those who do not have experience and proficiency develop themselves and increase their competence in the distance education process, while some teachers consider themselves inadequate. More than half of the teachers have expressed their views that the infrastructure is sufficient and some teachers have had difficulties in accessing distance education especially due to the deficiencies resulting from the students' current opportunities. The most problematic situations regarding access to distance education; that students have difficulties in accessing distance education due to lack of internet, lack of hardware tools, lack of technological knowledge of parents and individual characteristics of their students; It has been determined that especially the students in small age groups and students with special needs face various difficulties and limitations, their motivation and attention to the lessons are less, and the distance education process is adversely affected due to infrastructure problems. In online education, it is not possible to establish eye contact with the student, the parents support the distance education process to a large extent, the awareness of distance education, the status of parents to support the distance education process vary depending on the situations such as work intensity, the curriculum is not fully implemented, some courses and gains are not covered by distance education. It has been determined that they do not allow to practice, lack of communication, interaction and feedback with distance education, access to all students, technology addiction, still life and health problems, low motivation of students. Distance education has positive aspects such as offering educational opportunities and opportunities, supporting face-to-face education, saving time and space, and affecting students psychologically, socially and physically negatively in the distance education process; It was determined that he had a chance to spend. In extraordinary situations that require students to stay at home, it is recommended to develop activity programs that can protect their psychological, social and physical health in the distance education process and to gain the necessary competencies to the students beforehand.
