The COVID-19 Pandemic has affected all countries in health, economic and cultural areas, as well as in the field of education. In Turkey, as in the countries in the world, an emergency distance education process has been started at all levels of education. In this process, teachers started online teaching using new digital tools and learning areas. But in this transition specific to online teaching, little or no professional development has been offered to teachers. The purpose of this research is to examine how secondary school teachers continue their professional development during the emergency distance education process and their needs that arise in their professional development. For this purpose, the research was carried out with the phenomenology design, one of the qualitative research approaches. The criterion sampling method was used to determine the study group of the research. In this context, the following criteria were taken into account when determining the study group of the research: Experience in distance education during the COVID-19 pandemic process, teachers of branches offered jointly in both distance education and face-to-face education, and branch teachers of the courses taking place in the High School Entrance Exam. Twelve secondary school teachers who met these criteria were included in the study. The data of the research were collected through focus group interviews and one-on-one interviews. Three themes were created as a result of the interpretive phenomenological analysis used in the analysis of the data. These themes were named as “Professional Development Needs”, “Ways to Meet Professional Development” and “Challenges in Professional Development”. These themes are explained in the findings section by including quotations from the statements of the participants.

Key Words: teacher professional development, professional development needs, emergency remote teaching