Abstract:

This study aims to identify class teachers and teachers of guidance and psychological counseling (RPD) their experience in the processes of developing, implementing, monitoring and evaluation of the BEP (Personal Education Programme) and solutions to the difficulties they encounter in the process. The research has a basic research model. The research participants were formed by 12 class teachers and 11 RPD teachers working in the primary schools in the province of İzmir. The participants’ opinions and suggestions on what is happening in the BEP process were gathered by a total of four focus groups discussions, including two participants’ groups. The data obtained from the conversations were analyzed through the tube-based content analysis. Seven themes were created from the findings obtained from classmates and RPD teachers, and intense clashes were observed between themes created for the two groups. The findings obtained from the two groups of participants have shown that the use of the opportunities for professional development and lifelong learning of the school staff, the sensitivity of effective communication and cooperation with others involved in the process and the provision of support services to all stakeholders involved in the process will play an important role in the integration/integration and the qualifying implementation of BEP practices.

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