Acil Uzaktan Öğretimin Ardından Eğitime Yabancılaşma: Öğretmen Adaylarının Çevrimiçi Eğitim Üzerine Anlatıları

School alienation refers to the feeling of being disconnected from the learning process, curriculum, school, or other structures. The aim of this study has been to describe the emergency remote teaching (ERT) experience during the COVID-19 pandemic, particularly from the perspective of teacher candidates' narratives, and to interpret it within the framework of the alienation experienced towards schooling during this period and afterward. In this narrative research study, which was conducted with the participation of 190 students, teacher candidates expressed intense negative emotions in their narratives about the emergency remote learning process. It was observed that students with high alienation scores did not attend classes during the remote learning process. Despite the opportunity for the return to face-to-face education to eliminate the state of disconnection caused by the emergency remote learning process, factors such as negative conditions in student dormitories and the reliance on reading and presenting lessons through PowerPoint slides rather than implementing active learning methods contributed to the negative situation.