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The study sample consisted of 120 teachers who were currently working in 27 different provinces of Turkey. Participants were recruited using convenience sampling. The current study utilizes an interpretative phenomenological approach to gain insights into distance education period. The data were collected through a semi-structured form and qualitative content analysis was used to analyze the data. Teachers produced 44 different metaphors (85 in total) . These metaphors were grouped under categories according to common qualities. The conceptual categories were ranked based on their frequency. The findings indicated that the categories for distance education were “Distance education as one-way activity, distance education as a simulation, distance education as temporary service, distance education bad experience, distance education as a survivor, distance education as a vain activity, distance education as transition, distance education as mutual activity.” The following suggestions are based on the results: Teachers’ metaphoric perceptions of distance education should be used to develop better policies to implement during emergency times. Possible causes of negative metaphors should be addressed to reform distance education policies. To investigate the principles of distant education, future studies should employ diverse research methodologies and recruit larger groups of participants from other places. Future studies should focus on mainly students’ perceptions or other stakeholders to attain largeraudiences.  \nKeywords: Keywords: Distance education, Covid-19 pandemic , Turkish teachers, emergency distance education, metaphors.  \nHighlights  \nWhat is already known about this topic:  \n• The Covid-19 pandemic, also known as the coronavirus pandemic, is an ongoing outbreak which has been affecting all the people and institutions worldwide throughout the unprecedented year of 2020.  \n• After the first Covid-19 case, based on the official statement of the Ministry of National Education of Turkey (MoNE), all schools in the country were closed from March 16, 2020, and face to face education was transformed into distance education.  \n• There is a significant number of studies on the views of students, parents and administrators who had been experienced emergency distance education but very limited studies on teachers’opinions.  \nWhat this paper contributes:  \n• This study specifically focused on teachers’ views who had been exposed to emergency distance education.  \n• Earlier studies mostly focused on previous emergency distance practices and particularly some research was published at a very early stage that it should be because of some academic concerns.  \n• In this study, to achieve accurate data, teachers who had long conducted the distance education were interviewed.  \n• This study also gives some ideas and clues to the educational authorities and policy makershow to act in emergency situations about distance education.  \nImplications for theory, practice and/or policy:  \n• Teachers’ metaphoric perceptions of distance education should be used to develop better policies to implement during emergency times.  \n• Possible causes of negative metaphors should be addressed to reform distance education policies.  \nIntroduction  \nThe Covid-19 pandemic, also known as the coronavirus pandemic, is an ongoing outbreak which has been affecting all the people and the institutions worldwide throughout the unprecedented year of 2020. Shortly after the Covid-19 pandemic hit the world, governments made drastic decisions affecting all aspects of social life, including travel restrictions, school closures and nationwide lockdown. Distance learning an","cbCaiiDsiaoyNvrh","https://ap.wps.com/l/cbCaiiDsiaoyNvrh","pdf",560938,16,"English","# Abstract\n# Highlights\n## What is already known about this topic\n## What this paper contributes\n## Implications for theory, practice and/or policy\n# Introduction","[{\"question\":\"What research question does the paper address?\",\"answer\":\"It explores teachers’ metaphorical beliefs about distance education during the Covid-19 pandemic.\"},{\"question\":\"How were participants selected and how was data collected?\",\"answer\":\"A convenience sample of 120 teachers from 27 Turkish provinces was used. Data were gathered through a semi-structured form and analyzed using qualitative content analysis.\"},{\"question\":\"What main metaphor categories were identified for distance education?\",\"answer\":\"The study grouped metaphors into categories such as one-way activity, simulation, temporary service, bad experience, survivor, vain activity, transition, and mutual activity.\"}]","Distance Education During the Covid-19 Pandemic - Metaphorical Beliefs of Turkish Teachers | PDF",1792076588]