Abstract:

The purpose of this research is to identify the perceptions and roles of teachers towards the reading and writing courses opened in primary schools in the context of adult education. The work group of the research, which is in quality and carried out according to the phenomenological design, formed 10 teachers who served as teachers in the first period of the 2019-2020 educational year in Istanbul, 5 primary schools in the Esenyurt district in the broad education framework opened for adults in reading and writing courses. Schools located in the coastal districts of Esenyurt are determined by the method of sampling of examples similar to the examples of examples of examples of examples of examples of examples of examples of examples of examples of examples of examples of examples of examples of examples. The data was collected in December 2019 by the first researcher by making faced-to-face conversations with teachers and the conversations were recorded with the phone’s audio recording program. The recorded data was then scrolled through the Microsoft Word program and analyzed by researchers using the content analysis technique. In this process, each question is assessed independently, the research findings are given by creating common themes, categories and codes according to the opinions of teachers. According to the research findings, most teachers have defined adult education as the education that is received by people who are unable to benefit from any educational institution within the normal educational age. Also, according to teachers, the courses often take part in courses with the aim of facilitating their daily lives, meeting their workplace expectations and being aware. In addition, teachers have noted that the teaching resources generally used in the courses and the measurement assessment process are insufficient but they have found themselves sufficient in this course. Other results include that teachers often have a educational/learning role in courses, that the courses need to be spread, that the courses use various teaching methods and techniques, and that some important motivation practices are implemented.

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