Bir Yaşam Fırsatı Meselesi: Annelerin Bakış Açılarından Salgın Sürecinde Lise Geçiş Sistemi’ne (LGS) Hazırlık

Bu çalışmanın amacı, salgın döneminde Lise Geçiş Sistemi’ne (LGS) hazırlanan öğrencilerindeneyimlerini annelerin bakış açısından incelemektir. Araştırma, genel nitel araştırma desenindeplanlanmıştır. Veriler, çevrimiçi platformlarda on bir katılımcıyla görüşülerek toplanmıştır. Görüşmelerdearaştırmacılarca düzenlenen yarı yapılandırılmış görüşme formu kullanılmıştır. Tematik analiz sonucu,öğrenme, organize olma, ilişkiler ve destek ihtiyacı temalarina ulaşılmıştır. Pandemi öncesi aile içi veokuldaki olumlu ilişkilerin, pandemi sürecinin getirdikleri ile başa çıkmada destekleyici unsurlar olduğugörülmektedir. Aile içerisinde, sınav sürecini takip eden ebeveynlerin anneler olduğu görülmektedir.Ailelerin gözlemlerinde, okullar akademik anlamda sürece hızlı bir şekilde uyum sağlamışlar veöğrencilerin ihtiyaçlarına cevap vermişlerdir. Ailelerin deneyimlerinde, okulların rehberlik servisleri,öğrencileri duygusal olarak destekleme konusunda beklentileri tam karşılayamamıştır. MEB tarafındanatılan adımlar ise, öğrencilerin süreci daha kolay geçirmesine destek olmuştur.

A Matter of Life Chances: Preparing for Transition to High School (LGS) during thePandemic Period from the Perspective of Mothers

The aim of this study is to examine the experiences of students who were prepared for the High School Transition System (LGS) during the pandemic period from the perspective of mothers. The research was planned in the general qualitative research design. Data were collected by interviewing eleven participants on online platforms. A semi-structured interview form prepared by the researchers was used in the interviews. As a result of the thematic analysis, themes were emerged, namely learning, organization, relationships and need for support. It is seen those positive relationships within the family and at school before the pandemic are supportive factors in coping with the consequences of the pandemic process. In the family, it is seen that the parents who follow the exam process are mothers. In the observations of the families, the schools quickly adapted to the academic process and responded to the needs of the students. In the families' experience, the school's guidance services did not fully meet the expectations in terms of supporting students emotionally. The steps taken by the MoNE, on the other hand, helped the students to pass the process more easily.

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