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Bu araştırmanın amacı, ilkokul öğretmenlerinin ikili eğitime ilişkin görüşlerini ortaya koymaktır. Nitel bir çalışma olan araştırmanın çalışma grubunu 2017-2018 eğitim-öğretim yılı, Samsun ili, Atakum, Canik ve İlkadım İlçelerinde İlçe Milli Eğitim Müdürlüklerine bağlı ikili eğitim yapan ilkokullarda görevli 30 ilkokul öğretmeni oluşturmaktadır. Araştırmanın çalışma grubu amaçlı örneklem yöntemiyle belirlenmiştir. Araştırmada veri toplama aracı olarak yarı yapılandırılmış görüşme formu kullanılmıştır. Görüşmeden elde edilen verilere nitel veri analizi yöntemiyle betimsel analiz ve içerik analizi yapılmıştır.
Araştırma sonuçları incelendiğinde öğretmenlerin büyük çoğunluğu ikili eğitimin öğrenciler açısından dezavantajlı olduğunu dile getirmişlerdir. Öğretmenler ikili eğitim yapılan okullarda çok sayıda problem olduğunu ifade etmiştir. İki eğitim yapan okullarda teneffüslerin kısa oluşu, öğretmenler ve öğrenciler için yeterli dinlenme zamanının olmaması, aynı derslik ve sınıf malzemelerini hem sabah hem de öğleden sonra eğitim yapan iki farklı grubun kullanmasındaki problemler, ikili eğitim yapılan okullarda okulun sabah çok erken başlaması ya da akşam çok geç bitmesinin olumsuzluğu öğretmenler tarafından dezavantaj olarak dile getirilmiştir. Az sayıdaki öğretmen ikili eğitimin öğrenciler açısından avantajlarına değinmiştir. Bazı öğretmenlere göre, öğrenciler okul dışında kalan zamanlarını verimli kullandığında ve tüm gün okulda olmak yerine kalan zamanlarını istediği aktivitelere yönelerek geçirdiğinde ikili eğitim avantajlı olabilir. Araştırmaya katılan öğretmenler ikili eğitimi, eğitimin kalitesi açısından çok fazla benimsemese de günün geri kalan bölümünde kişisel ve mesleki işlerini yapabilmeleri açısından ikili eğitimin avantajlı olduğunu düşünmektedirler.
The aim of this research is to reveal the views of primary school teachers on dual education. The work group of the research, which is a qualified study, is composed of 30 primary school teachers who are responsible for secondary education in the Primary Schools related to the National Education Directorate in the 2017-2018 educational year, Samsun, Atakum, Canik and Primary Schools. The study was determined by the sample method for the study group. In the study, a semi-configured conversation form was used as a data collection tool. The data obtained from the interview was carried out with the method of quality data analysis and image analysis and content analysis.
When the research results were examined, the majority of teachers said that secondary education was disadvantaged to students. Teachers said there were a lot of problems in two-school education. The shortness of breathing in the two educational schools, the lack of sufficient rest time for teachers and students, the problems with the use of the two different groups who educate the same classroom and classmates both in the morning and in the afternoon, the disadvantage of the school in the two educational schools that starts too early in the morning or ends too late in the evening have been expressed by teachers as disadvantages. A small number of teachers pointed out the advantages of secondary education in terms of students. According to some teachers, bilateral education can be advantageous when students efficiently use their time left outside of school and spend their time left all day in place of being in school by focusing on the activities they want. Teachers who participate in the study believe that dual education is advantageous in terms of the quality of education, but the rest of the day they can do their personal and professional work.
The aim of this research is to reveal th eviews of primary school teachers about dual education. The study group of the research, which is a qualitative study, consists of 30 primary school teachers working in primary schools affiliated to the District National Education Directorates in the province of Samsun, Atakum, Canik and İlkadım in the 2017-2018 academic year. The study group of the research was determined by purposive sampling method. A semi-structured interview form was used as a data collection tool in the research. Descriptive analysis and content analysis were performed on the data obtained from the interview with the qualitative data analysis method.
When the results of the research are examined, the majority of the teachers stated that dual education is disadvantageous for students. Teachers stated that there are many problems in schools with dual education. Short breaks in schools with dual education, lack of rest time for teachers and students, problems in using the same classroom and classroom materials in two different groups teaching both in the morning and in the afternoon, school starts too early in the morning or too late in the evening in schools with dual education. The negativity of the ending was expressed as a disadvantage by the teachers. Few teachers mentioned the advantages of dual education for students. According to some teachers, dual education can be advantageous when students use their time out of school productively and spend the rest of their time focusing on activities they want instead of being at school all day. Although the teachers participating in the research do not adopt dual education in terms of the quality of education, they think that dual education is advantageous in terms of being able to do their personal and professional work for the rest of the day.
Alan : Sosyal, Beşeri ve İdari Bilimler
Dergi Türü : Uluslararası
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