Ortaokul Öğretmenlerinin 4+4+4 Kesintili Zorunlu Eğitim Sistemine Yönelik Yaşadıkları Sorunlar(Elazığ İli Örneği) (original) (raw)
İlköğretim Online, 2015
Abstract
Purpose: The purpose of this study is to determine the problems encountered by the secondary school teachers in the 4 +4 +4 intermittent compulsory education system and their proposals for solutions which they have developed based on the problems. Method: The qualitative research model and a phenomenology design which is one of the qualitative research designs was used. 36 secondary school content teachers constitute the study group of the research. In the study, the criterion sampling method which is one of the purposive sampling methods was used. Teachers' opinions were collected by using a questionnaire. In the questionnaire, there were five questions to determine participants’ demographic data and there were five open–ended questions to determine their opinions on the 4 +4 +4 intermittent compulsory education system. The teachers' opinions were gathered in writing by applying the questionnaire prepared to the secondary school teachers which meet the criteria of the study. The research was conducted on dates between 18/11/2013 and 30/11/2013. Content analysis was used for the analysis of the data. Findings: As a result of the research; the majority of the teachers stated that they have negative thoughts on the 4 +4 +4 intermittent compulsory education system, mostly, they have encountered problems with the schools in the new education system and they have developed solutions related to the problems which they have encountered related to the school. The majority of the teachers stated that they have encountered problems due to lack of classrooms for elective courses started to be implemented by the 4 +4 +4 intermittent compulsory education system and they have developed a proposal based on the problems. Results: In terms of teachers’ opinions on 4 +4 +4 intermittent compulsory education system; the majority of the teachers have stated that they have negative thought on 4 +4 +4 intermittent compulsory education system. The majority of the teachers evaluated forming new education system without taking the development characteristics of the students into account negatively. While the majority of the teachers have stated negative opinion about 4 +4 +4 intermittent compulsory education system, few teachers have stated positive opinions about the new education system. The majority of the teachers stating positive opinions evaluated intermittent education, increasing compulsory education to 12 years and increasing Secondary School education to four years positively. When the problems that the teachers have encountered in 4 +4 +4 intermittent compulsory education system were analyzed, it has emerged that the majority of the secondary school teachers have encountered problems related to 4 +4 +4 intermittent compulsory education system. Under this theme, the majority of teachers have stated that they have encountered problems due to lack of classrooms. In terms of teachers’ proposals for solutions which they developed related to the problems they have encountered throughout the new system, it has emerged that the majority of the secondary school teachers developed proposals about schools related to 4 +4 +4 intermittent compulsory education system. Under the school theme, it has been observed that the majority of the teachers have developed proposals for building classrooms at the schools. For the problems that the teachers have encountered on elected courses started to be implemented by 4 +4 +4 intermittent compulsory education system, it has been concluded that the majority of the secondary school teachers encountered problems about the elected courses related to schools. Under this theme, the majority of the teachers have stated that they have encountered problems due to lack of classrooms. In terms of teachers’ proposals for solutions that they have developed related to problems they have encountered on the elected courses implemented by 4 +4 +4 intermittent compulsory education system, it has been observed that the majority of the teachers had solutions to the problems. Under this theme, it has been observed that the majority of the teachers have offered to build extra classrooms at the schools.
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