Özet:

4+4+4 Transition system and TEOGS (the Transition Examinations from Primary to Secondary Education) are the latest reforms included in the educational renevations in Turkey. This study aims to investigate the views of primary and secondary school teachers working in Ankara and Uşak in 2013-2014 academic year on guidance and vocational guidance, the transition between various schooling stages and TEOGS. Employing an improved version of the questionnaire first developed by Yurdakul (2009) as a data collection tool, this study designed as a quantitative survey research. The data collected from 293 teachers was descriptively analysed and interpreted. According to the study findings, the teachers think that the counselling and guidance services in Turkish schools are insufficient and this arise from the lack or limited number of counselling teachers in schools. Another finding indicate that the data collected by counselling and guidance services on students’ social and psychological characteristics have not effectively been used by the relevant authorities. Besides, most participants hold that the vocational guidance services must start in middle school years. While the participants present positive attitudes on TEOGS, they express negative view points on the latest transition system (4+4+4 ) between schooling levels. According to the participants the reasons behind those negative perspectives are insufficient substructure, the implementatiton of the system without piloting, the reduce of the students’ school starting age and the inclusion of grade 5 in middle schools.

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