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Bu araştırmanın amacı, sınıfında Suriyeli öğrenci bulunan sınıf öğretmenlerinin ilk okuma yazma sürecinde yaşanan problemlere ilişkin görüşlerini ve bu süreci iyileştirmeye yönelik önerilerini belirlemektir. Araştırma nitel modelde desenlenmiş ve bu kapsamda görüşme yöntemi tercih edilmiştir. Çalışma grubu 10 öğretmenden oluşmuş ve öğretmenlerle yapılan görüşmeler yüz yüze ve bireysel olarak gerçekleştirilmiştir. Görüşmelerde veri toplama aracı olarak araştırmacılar tarafından hazırlanmış yarı yapılandırılmış görüşme formu kullanılmıştır. Çalışma verileri 2019 yılında toplanmıştır. Görüşme formu ilk aşamada üç uzman (1 Türkçe eğitimi, 1 sınıf eğitimi ve 1 ölçme ve değerlendirme alan uzmanı) görüşüne sunulmuştur. Görüşmeler ses kayıt cihazı yardımıyla kaydedilmiş ve verilerin analizinden önce katılımcılar K1-K10 arasında kodlanmıştır. Öğretmenlerden elde edilen veriler üzerinde betimsel analiz gerçekleştirilmiş ve bu kapsamda belirlenen temalar kapsamında kodlar oluşturulmuştur. Araştırmada görüşme yoluyla elde edilen verilerin iki ana tema ve altı alt tema altında toplandığı görülmüştür. Birinci ana temanın, “sınıfında Suriyeli öğrenci bulunan sınıf öğretmenlerinin ilk okuma yazma sürecinde yaşadıkları problemlere” odaklandığı ve bu kapsamda “öğretim boyutunda karşılaşılan problemler”, “öğrenciden kaynaklı problemler” ve “sosyal çevreden kaynaklı problemler” alt temalarının ortaya çıktığı görülürken; ikinci ana temanın ise “sınıfında Suriyeli öğrenci bulunan sınıf öğretmenlerinin ilk okuma yazma sürecini iyileştirmeye yönelik önerilerine” odaklandığı ve bu kapsamda “planlamaya ilişkin öneriler”, “öğretim yöntem, teknik ve materyallerine yönelik öneriler” ve “öğretmen eğitimine yönelik öneriler” alt temalarının ortaya çıktığı görülmüştür.
The aim of this study is to identify the opinions of classmates in the classroom of Syrian students on the problems experienced in the first reading writing process and their recommendations to improve this process. The research has been designed in the quality model and in this context the method of conversation has been preferred. The work group consists of 10 teachers and the conversations with teachers were carried out face-to-face and individually. Interviews used a semi-configured interview form prepared by researchers as a data collection tool. The work data was collected in 2019. The interview form is presented to the opinion of three experts in the first stage (1 Turkish education, 1 class education and 1 specialist in the field of measurement and evaluation). The conversations were recorded with the help of the audio recording device and coded between the participants K1-K10 before the analysis of the data. Imaginary analysis of the data obtained from the teachers was carried out and codes were created within the framework of the topics specified in this scope. The study found that the data obtained through the interview was gathered under two main topics and six sub-topics. The first main topic focuses on "the problems that classmates with Syrian students in their classmates experience in the first reading writing process" and in this context the sub-themes appear "problems in the teaching size", "student-based problems" and "social-based problems" while the second main topic focuses on "the recommendations of classmates with Syrian students in their classmates to improve the first reading writing process" and in this context the sub-themes appear "recommendations on planning", "recommendations on teaching methods, techniques and materials" and "recommendations on teacher education".
The aim of this research is to determine the opinions of teachers who have Syrian students in their class about the problems experienced during initial literacy teaching process and their suggestions for improving this process. The research was designed in qualitative model and interview method was preferred for data collection in this context. The study group consisted of 10 teachers and interviews were conducted face to face and individually. In the interviews, semi-structured interview form prepared by the researchers was used as data collection tool. In the first stage, the interview form was presented to three experts (1 Turkish education, 1 classroom education and 1 measurement and evaluation specialist). Interviews were recorded with the help of voice recorder and the participants were coded between K1 to K10 before analyzing the data. Descriptive analysis was conducted on the data obtained from the teachers and themes and codes were created within this scope. In the research, it was seen that the data obtained through interviews were collected under two main themes and six sub-themes. The first main theme was focused on the problems experienced by the primary school teachers who have Syrian students in their classrooms during the initial literacy process, and in this context, it was seen that “problems encountered in instruction dimension”, "student-originated problems”, and “problems arising from social environment" sub-themes emerged. The second main theme focuses on the suggestions of teachers to improve the initial literacy process, and in this context, it was seen that "suggestions on planning”, "suggestions for instruction methods, techniques and materials”, and "suggestions for teacher education" sub-themes emerged.
Alan : Eğitim Bilimleri; Filoloji; Güzel Sanatlar; Hukuk; İlahiyat; Sosyal, Beşeri ve İdari Bilimler; Spor Bilimleri
Dergi Türü : Uluslararası
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