Özet:

The aim of this research is to analyze the views and the predictions of the classroom teachers towards the changes in the educational system before the application of the 12–year–compulsory education (4+4+4), the problems that they have encountered after the application, their admirations on the applications and the changes in their opinions. The study was designed according to the scanning model in order to take the opinions of the classroom teachers towards the 12–year–compulsory education both before the application and one year after the application and to compare their opinions. The study group of the research consisted of 23 classroom teachers (7 males and 16 females) that work in Kadıköy, Üsküdar, Ümraniye, Pendik and Sultanbeyli districts in Istanbul. The interview form developed by the researchers was used to collect data. It includes 4 open–ended questions. These questions have the dimensions like the age to start formal education, staging, teaching job and student improvement. According to the results of the study, the classroom teachers indicated regards the 12 –year-compulsory education that (1) the students who start school at the age of 60–66 months are academically less successful than the others and this age gap isn’t appropriate to teach reading and writing since the children at this age aren’t mature enough for attending school; (2) the necessary piloting hasn’t been realized for the application and the substructure isn’t sufficient and a lot of classroom teachers have encountered the norm surplus problem since the fifth grade was taken into the middle school grades; (3) the problem created by the fact that especially younger students and older students are in the same campus will be hindered with this change; (4) the application has caused teachers to deal with the other cases except from teaching and the application has made classroom management difficult; (5) the fact that students meet their branch teachers in the fifth grade will be beneficial in terms of revealing their interest and skills and; (6) the children at the age of 60–66 months have suffered from failure fear, so increasing the progressive differences inside a classroom affect the students’ abilities to express themselves negatively.

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