Abstract:

The training is based on the sharing of the same educational and learning environment, together with their non-deficient fellow students, by making arrangements in accordance with their individual needs, is the "construction training". It is known that coaching training provides constructive contributions to the professional development of special needs students, and usually all classmates and even classmates. There are different approaches that can be implemented within or outside the classroom to increase the efficiency that will be obtained from the ongoing coating training and to prevent possible problems that may occur during the process. One of these approaches is the “co-learning approach”, which is a teaching approach that has gained a great importance in co-education in recent years. The effectiveness of this approach, which can be summarized as a joint planning and evaluation of classmates with different field knowledge and special education teachers for the purpose to be taught, is primarily influenced by a number of factors, including the teacher's perception and attitudes. The purpose of this research is to metaphorically examine the perceptions of teachers and school managers working in primary schools about the practices of 'teaching together' in the coaching environments. This research is a qualitative study. In this study, one of the qualitative research strategies is the phenomenology (fenomology) design. The sample of the study was formed by managers and class teachers working in primary schools related to the Ministry of National Education of the Republic of Northern Cyprus in the 2018-2019 academic year.

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