Abstract:

In this study, it is aimed to determine the views of classroom teachers about social participation skills and their students' social participation skills. The study was carried out as a case study, one of the qualitative research methods. The semi-structured teacher interview form developed by the researcher was applied to 48 primary school teachers working in public and private primary schools in the central districts of Ankara province in the 2019/2020 academic year. Content analysis technique was used in the analysis of the data obtained from the interviews. According to the results obtained from the study, it was seen that the classroom teachers did not mention the sub-dimensions of the social participation skill much, they saw the social participation skill as a concept perceived in the classroom and the school, and they mostly mentioned the socialization and communication dimension of the social participation skill. One of the problems faced by teachers in helping their students gain social participation skills is that their students are shy and shy. According to the results of the research, it is thought that it would be beneficial to create a democratic environment in which students can express themselves freely and feel safe, both at school and in the family, in order to develop social participation skills.

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