Abstract:

In this study, the aim is to determine the opinions of the class teachers who are working in primary schools about the participation of the welsh. In the study, the phenomenological design was used from the quality research patterns. The sample method is selected as a sample type. The work group consists of 20 class teachers working in the primary schools in Istanbul. The interview is used as a data collection tool and a semi-configured interview form is prepared in this direction. The data obtained from the interviews are subject to content analysis. According to the research, the teachers can say they are very interested in the participation of the classmates. The participation is divided into two categories: home and school. Home-based guardian participation is the work of the guardian in the home environment to support the child’s educational process. The work he does with the school management, teachers, students and other guardians to increase the success of his child in the school environment falls within the scope of school-based guardian participation. According to the findings of the study, the majority of teachers find that the parent’s home-based participation is important while the school-based participation is trying to limit. The reasons for the participation of the parents were discussed in four groups in the form of reasons from the parent, from the teacher, from the school and from the system. According to the findings of the study, the findings have been found that the training was useful to increase the participation of the welsh. Therefore, it may be recommended to organize educational training in accordance with the type and level of the school to increase the participation of the tutor. Moreover, measures should be taken to allow teachers to spend time on the work they will do in order to increase the participation of their tutors.

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