Abstract:

It is possible to sort the disadvantages which eliminate the equality of opportunity as in the form of inequalities resulting from socio-economic status, family, gender and the features of the geographic region. However, it has been expressed that the education system fails to fulfill the task of eliminating these disadvantages in Turkey. Even the education system creates new disadvantaged groups. When a comparison is made among the OECD countries, it is seen that the biggest difference among school types in terms of learning outcomes appears to be in Turkey and this difference seems to be disadvantageous tovocational high schools. Researches have shown that the type of school students study in Turkey is more important than all the other variables that have an impact on the success. When compared to students studying at different types of high schools, the academic success of students studying at vocational high schools appears to be quite low. A case study method was used in this study which aimed to describe the views of teachers of Turkish Language and Literature who are working at vocational high schools. The research data were collected through the interviews with 24 teachers of Turkish Language and Literature who are working at vocational high schools in the city center of Çanakkale and Keshan, Edirne during the 2012-2013 Academic year, fall term. In the study, it was revealed that teachers stated that using the same textbooks and curriculum with other types of high schools constitutes injustice, it is above the level of students, teaching Turkish Language and Literature at vocational high schools should serve more pragmatic purposes and students-centered education is not appropriate for students of vocational high schools. Key Words: Vocational high schools, disadvantaged students, Turkish language and literature teaching

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