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Bu araştırmanın amacı geçici koruma altındaki Suriyeli çocukların uyum süreçleri ve eğitime katılımlarına ilişkin sınıf öğretmenlerinin bilgi ve deneyimlerinin görünür kılınmasıdır. Suriye’deki iç savaş nedeniyle Türkiye’ye sığınan Suriyelilerin çocuklarına yönelik gerçekleştirilen eğitsel uygulamalara uyum sağlama ve dahil olma noktasında çocukların hangi durumlar karşısında nasıl bir yaklaşım sergilediklerini ve bu süreçten nasıl etkilendiklerini ortaya koymanın öneminin daha da belirginleştiği öngörülmüştür. Bu öngörüden hareketle Ankara ilinde görev yapan ve geçici koruma statüsündeki çocuklarla en az üç ve daha üzeri yıldır çalışan 5’i erkek, 11’i kadın toplam 16 öğretmenle araştırmanın çalışma grubu oluşturulmuştur. Araştırma, nitel araştırma yöntemine ve durum çalışması modeline göre tasarlanmış, derinlemesine görüşmeler gerçekleştirilerek veriler elde edilmiştir. Veri toplama aşamasında yarı yapılandırılmış bireysel görüşme formu ve bilgi formundan faydalanılmıştır. Verilerin içerik analizi ile çözümlenmesi sonucunda 6 tema ve 18 kategori oluşturulmuştur. Oluşturulan temalar “uyum süreci, eğitsel ihtiyaçlar, sosyal-duygusal gelişim açısından ihtiyaçlar, öğretmen ve yönetici yaklaşımları, aile katılımı ve eğitim politikası” şeklindedir. İlgili temalar güncel literatür ile tartışılmıştır.
The aim of this research is to make visible the knowledge and experience of classmates about the adaptation processes and participation in education of the Syrian children under temporary protection. The importance of adapting and inclusion to the educational practices of the Syrian refugees in Turkey due to the Syrian Civil War in the point of adapting and inclusion to the children is expected to become even more clear in the point of showing how the children approach to what situations they face and how they are affected by this process. According to this forecast, the research group was formed with 5 men, 11 women and 16 teachers working with children in the province of Ankara and working with children in the status of temporary protection for at least three and more years. The research, which is designed according to the quality research method and the situation study model, is obtained by conducting deep discussions. In the data collection phase, the semi-configured individual conversation form and information form have been used. The results of the content analysis of the data were created 6 themes and 18 categories. The themes created are in the form of "the process of adaptation, educational needs, needs in terms of social and emotional development, teachers and managerial approaches, family participation and educational policy". These issues are discussed in current literature.
The purpose of this research is to make visible the knowledge and experiences of classroom teachers regarding the integration processes of children who under temporary protection and their participation in education. Adaptation and inclusion in educational practices for the children of Syrians who took refuge in Turkey due to the civil war in Syria are the most important factors. It is important to understand what kind of approach children show in which situations and to reveal how they are affected by this process.For this purpose, the study group of the research was formed with a total of 16 teachers, 5 male and 11 female, working in the province of Ankara and working with immigrant children for at least three or more years. The research was designed as a case study in a qualitative design, and data were obtained by in-depth interview method. In the data collection phase, semi-structured interview form and information form were used. As a result of the analysis of the data with content analysis, 6 themes and 18 categories were created. The themes created are “adaptation process, educational needs, needs in terms of social-emotional development, teacher and administrator approaches, family participation and education policy”. Related themes are discussed with current literature.
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