Abstract:

This research was done with teachers working in the private training class through temporary assignment outside the field. The study’s work group consists of 10 teachers who work in the private educational classes of the public schools in Tokat or Erbaa from the 2018-2019 educational year. A semi-configured conversation form developed by researchers as a data collection tool has been used. This research has been conducted with the quality research approach and has been used by the event design. Five main topics have been identified for the challenges the participants are experiencing. These topics are: physical environment, professional, student-driven, related to colleagues and parent-driven difficulties. Participants have made a number of recommendations, such as making physical arrangements in classes with regard to the difficulties they encounter, providing materials in accordance with the characteristics of the students to the special educational classes, providing teachers with resources and organizing training activities within the service, employing guided teachers and health workers in schools with more special subclasses, organizing individual training, psychological support and social activity programs for parents.

Abstract:

This study has been conducted with teachers working in special education class by means of temporary assignment outside the field. As of the 2018-2019 academic year, the study group consists of 10 teachers working in special education classes belonging to public schools in Erbaa District of Tokat province. A semi-structured interview form has been used as a data gathering tool. This research has been carried out with a qualitative research approach and phenomenologic method was used. Five main themes have been formed for the difficulties of the participants. The names of themes are physical environment, professional, student-related, colleagues-related and parents-related difficulties. The participants have made some suggestions such as making physical arrangements in the classrooms related to their difficulties, providing materials suitable for the characteristics of the students to special education classes, providing source books to teachers and arranging in-service training activities, employing guidance teachers and health workers in schools where special sub-classes are in excess, arranging one-on-one education, psychological support and social activity programmes.

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