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Bu araştırmanın amacı, sınıfında geçici koruma statüsündeki göçmen öğrencisi bulunan birinci sınıf öğretmenlerinin ilk okuma yazma sürecinde yaşadıkları zorlukları belirlemek, geliştirdikleri çözüm önerilerini ve bu süreçteki rollerini incelemektir. Nitel modelde desenlenen araştırma için görüşme yöntemi tercih edilmiştir. Çalışma grubu sınıfında geçici koruma statüsünde göçmen öğrencisi bulunan 2 devlet okulundan 10 birinci sınıf öğretmeni ile yüz yüze gerçekleştirilmiştir. Görüşmeler için yarı yapılandırılmış gözlem formu kullanılmıştır. Çalışma verileri 2023 yılında toplanmıştır. Öğretmenlerden elde edilen veriler betimsel analiz yöntemiyle irdelenmiştir. Araştırmanın bulgularına göre, geçici koruma statüsündeki göçmen öğrencilerin nitelikli bir okuma yazma sürecinden geçmelerine engel teşkil edecek bazı sorunlar ile karşılaştıkları belirlenmiştir. Birinci sınıf öğretmenleri geçici koruma statüsündeki göçmen öğrencilerin okuma yazma sürecinde karşılaştıkları en büyük problemin dil problemi olduğu, öğrenci ve velileriyle iletişim kurmada sorun yaşadıkları, eğitim ortamlarının ve öğrencilerin imkanlarının yetersiz olduğu görülmüştür. Karşılaşılan sorunların ortadan kalkması ve geçici koruma statüsündeki göçmen öğrencilerin okuma yazma sürecinde daha başarılı olması için bazı çözüm önerileri getirilmiştir. Bu önerilerden bazıları öğrencilere birinci sınıfa başlamadan önce dil eğitimi verilmesi, öğrencilerin sosyalleşmesi için belirli çalışmalar yapılması ve uzun vadeli planlamalar yapılması olarak sıralanabilir.
The objective of this research is to identify the challenges that first-class teachers with a immigrant student in a temporary protection status in their classroom experience in the first reading writing process, to examine the solutions they develop and their roles in this process. The method of interview for the research designed in the quality model was preferred. The work group was carried out facing faces with 10 first-class teachers from 2 state schools with a student in the status of temporary protection in the classroom. A semi-configured observation form was used for negotiations. The study data was collected in 2023. The data obtained from the teachers is analyzed by the visual analysis method. According to the findings of the study, it has been determined that immigrant students in the temporary protection status have some problems that will prevent them from passing through a qualified reading writing process. First-class teachers have seen that the biggest problem that immigrant students in the status of temporary protection encounter in the reading and writing process is the language problem, they have trouble communicating with students and their guardians, their educational environments and the possibilities of students are insufficient. Some solutions have been presented to eliminate the faced problems and to make immigrant students in the temporary protection status more successful in the reading and writing process. Some of these suggestions can be classified as giving students language education before starting the first class, doing specific studies for the socialization of students, and making long-term planning.
The purpose of this training is to specify the difficulties experienced by first grade teachers who have immigrant students under temporary protection status in the first literacy process and to analyzne the solution proposals they have developed and their roles in this process. The interview method was preferred for the research designed in the qualitative model. The study group consists of ten first grade teachers from two public schools with immigrant students under temporary protection status in their class. A semi-structured observation form was used for the interviews. The data obtained from the teachers were examined with the descriptive analysis method. According to the findings of the research, it has been determined that immigrant students in temporary protection status have some problems that will prevent them from going through a qualified literacy process. According to the findings of the research, it has been determined that immigrant students in temporary protection status have some problems that will prevent them from going through a qualified literacy process. The first grade teachers stated that the biggest problem faced by these students in the literacy process is the language problem. Additionally, these teachers also stated that they have problems in communicating with the students and their parents, and that the educational environment and opportunities of their students are inadequate. Some solution suggestions are presented in order to eliminate the problems encountered by immigrant students under temporary protection status in the literacy process and to make these students more successful. These suggestions can be listed as providing language education to students before they start the first grade, working on socializing students and creating long-term plans.
Alan : Sosyal, Beşeri ve İdari Bilimler
Dergi Türü : Uluslararası
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