International Journal of
Information and Education Technology

Abstract

The aim of this research is to determine the problems experienced by first-grade teachers in distance education and the first literacy teaching process conducted during the COVID-19 pandemic. This research was carried out using the phenomenology pattern. The participants of the study consisted of 12 first-year teachers selected from the Tavşanlı district of Kütahya province in Turkey, during the first semester of the 2020-2021 academic year. Snowball sampling was used to select the participants. Data were collected through a semi-structured interview. The data were analysed through content analysis. According to the research results, teachers encountered various problems related to the distance education process, which were caused by technology, students, and parents. The main problems identified included: access to technical and technological infrastructure, inequality of opportunity, low technological literacy levels of teachers, students and parents, lack of parental interest, low student participation, lack of motivation among students and parents, deficiencies in parent-teacher communication, inability to create a school/classroom culture, and individual differences between students. Regarding first literacy teaching; participants mentioned that preschool education, activities that enrich teachers’ teaching-learning processes, ensuring technology integration, and monitoring student development all impact the process. In this context it is suggested that various trainings, and programs—including awareness-raising and practical studies—should be developed to address the problems.