Remote Teacher Education During the COVID-19 Pandemic: Experiences and Recommendations

The purpose of this study is to explore faculty members and prospective teachers' experiences and recommendations regarding remote teacher education during the COVID-19 pandemic. Using an explanatory sequential design, the study collected quantitative data from 54 faculty members and 711 prospective teachers via a questionnaire, and qualitative data from 21 faculty members and 25 prospective teachers through semi-structured interviews. Quantitative data were analyzed through descriptive statistics, whereas qualitative data were examined using content analysis. Findings reveal a decline in prospective teachers' motivation and learning outcomes, especially in practice-based courses, during remote education. Technical problems such as power outages and internet disruptions, as well as prospective teachers keeping cameras and microphones off, traditional teaching methods, and inadequate digital materials, hindered in-class interaction. Remote assessment processes raised concerns about the reliability of exams and increased anxiety due to potential technical issues. Recommendations include improving technological infrastructure, enhancing remote assessment practices, and identifying digital competencies for teachers. Faculty members suggested that teacher education could continue with blended learning, while prospective teachers preferred face-to-face education after pandemic.