Okulun Hazır Olması Yaklaşımı Bağlamında İlkokul Öğretmenlerinin Deneyimlerinin İncelenmesi: Fransa ve Türkiye

Fenomenolojik desende tasarlanan bu araştırma ile ilkokul öğretmenlerinin ilkokula başlayan çocuklar için hazırlıklı olma konusundaki deneyimleri incelenmiştir. Araştırmada ölçüt örnekleme yöntemi ile Fransa’da hazırlık sınıfı düzeyini okutan altı ilkokul öğretmeni ve Türkiye’de ilkokul birinci sınıf okutan altı ilkokul öğretmeni olmak üzere iki katılımcı grubu oluşturulmuştur. Katılımcılardan 2018-2019 eğitim-öğretim yılında görüşmeler aracılığıyla toplanan veriler, fenomenolojik veri analizi ile analiz edilmiştir. Sonuçlar, Fransa ve Türkiye’de aktiflik ve etkilenme ana temaları kapsamında hazırlık, destek ve işbirliği alt temalarına ulaşıldığını göstermiştir. Fransa’daki katılımcılar okulun hazır olması yaklaşımı bağlamında ağırlıklı olarak hazırlık ve destek odaklı deneyimler yaşarlarken; Türkiye’deki katılımcılar daha çok hazırlık odaklı deneyimler yaşamışlardır. Türkiye’deki bazı katılımcılar, hazırlık alt temasında yeterli zaman ve fon bulamadıklarını belirtmişler ve işbirliği alt temasında ise ilkokula geçiş uygulamalarının işbirliği içerisinde yürütülemediğine dikkat çekmişlerdir. Fransa’daki katılımcılar ise olumsuz herhangi bir deneyim bildirmemişlerdir.

Analysing Primary School Teachers’ Experiences in the Context of Ready Schools Approach: France and Turkey

Following a phenomenological research design, in this study, we analyze the experiences of primary school teachers on their readiness for children starting primary school. Two groups of participants, including six primary school teachers of preparatory class (cours préparatoire) students in France and six primary school teachers of firstgraders in Turkey, were selected through the criterion sampling method. The data obtained from the participants in the 2018-2019 academic year through interviews were analyzed by means of phenomenological data analysis. According to the results, the subthemes of preparation, support, and collaboration were identified under the main themes of activeness and affected in France and Turkey. Regarding the ready schools approach, while the participants from France had experiences mainly revolving around preparation and support, the experiences of those from Turkey were mostly based on preparation. Some participants from Turkey reported that they could not find sufficent time and funds under the theme of preparation and pointed out the inability to collaborate in the transition activities for primary school under the theme of collaboration. The participants from France did not report any negative experience or situation under any theme.

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