4+4+4 Eğitim Sisteminde Birinci Sınıf Öğretmenlerinin Karşılaştıkları Zorluklar

Date

2014-01-01

Author

Boz, Tuğba
Yıldırım, Ali

Metadata

Show full item record

Item Usage Stats

98
views

0
downloads

Bu çalışma, 2012 yılında yürürlüğe giren 4+4+4 yeni okul sisteminin ilkokul birinci sınıf düzeyinde getirdiği değişikliklerle öğretmenlerin karşılaştıkları zorlukları ve farklı demografik gruplarla olan ilişkisini ortaya çıkarmak veöğretmenlerin problemlerle başa çıkarken kullandıkları stratejileri saptamak amacıyla gerçekleştirilmiştir. Veriler, 301 birinci sınıf öğretmeninden anket yoluyla toplanmıştır. Katılımcıların kişisel özellikleri ile uyum ve hazırlık çalışmalarının uygulanmasında, birinci sınıf eğitim-öğretim programının planlama sürecinde, oyun ve fizikietkinlikler dersini uygulamada, temel ve akademik becerileri kazandırmada ve sınıf yönetiminde karşılaştıkları sıkıntı, zorluk veya sorunlar frekans, yüzde ve aritmetik ortalamalarıyla sunulmuştur. Aynı zamanda, katılımcıların kişisel özelliklerinin bu sıkıntılarla olan ilişkisiniincelemek amacıyla bir dizi tek yönlü varyans analizi ve bağımsız örneklem t-testi teknikleri kullanılmıştır. Sonuçlar, öğretmenlerin 66-71 aylık öğrencilerle orta düzeyde sorun yaşarken 60-65 aylık öğrencilerle sık sık sorun yaşadıklarını ve aynı zamanda öğretmenlerin bu sorunlarla başa çıkmak için kullandıkları çeşitli yöntemleri ortaya çıkarmıştır. Okulun türü, sınıf mevcudu, 60-65 aylık ve 66-71 aylık yaş gruplarının sınıf dağılımının, yaşanılan sorunlar ile ilişkili olduğu saptanmıştır.

Subject Keywords

4+4+4 eğitim sistemi, Okula erken başlama yaşı, Birleştirilmiş karma-yaşlı sınıf, Eğitim politikalarının uygulanması, Turkish education system, Early school entry age, Mixed-age classroom, Implementation of education policy

URI

https://hdl.handle.net/11511/79260
http://buje.baskent.edu.tr/index.php/buje/article/view/37/24

Journal

Başkent Üniversitesi Eğitim Dergisi

Collections

Department of Educational Sciences, Article

Suggestions

OpenMETU
Core

Difficulties teachers experience in 4+4+4 new education system at first grade level Boz, Tuğba; Yıldırım, Ali; Department of Educational Sciences (2013) This study aimed at investigating the difficulties teachers experience at first grade level in 4+4+4 new school system that was initiated in 2012-2013 academic year and the factors which affected these difficulties along with teachers’ strategies of dealing with these problems. Through a self-administered questionnaire, data were collected from 301 first grade teachers working in public and private schools in certain districts of Ankara and Antalya, Turkey. Background characteristics of the participants, di...
Problems that preschool teachers face in the curriculum implementation Erden, Emine; Engin Demir, Cennet; Department of Educational Sciences (2010) This study aimed at investigating the challenges preschool teachers face in the curriculum implementation and whether these challenges differ in relation to teachers’ level of education, department they graduated from, the type of the school they are working in, teaching experience and level of in-service training. In addition, in this study, it was also aimed to find out the underlying reasons of most frequently stated issues of implementation from the teachers’ perspectives. In the present study, both qua...
Examining how early childhood education relate to narrative skills Akdağ, Zeynep; Erdiller Akın, Zeynep Berna; Department of Educational Sciences (2008) The aim of this study is to compare the narrative skills of first grade elementary students who had early childhood education and the narrative skills of first grade elementary students who did not have early childhood education and investigate their parents’ reading-related activities with them. In order to achieve this aim, the present study focuses on narratives produced by students who had early childhood education and students who did not have early childhood education using Mercer Mayer’s (1969) wordl...
Standardized testing for transition to high schools: teachers ́ perceptions of how national tests influence teaching and learning in middle schools english classes Ekiz, Hatice; Yıldırım, Ali.; Department of Curriculum and Instruction (2019) The purpose of this research study is to identify the impact of national tests on teaching and learning in middle school English classes through teachers’ perceptions. Through a phenomenological design, semi-structured interviews were used to gather data with 24 in-service teachers working in public and private middle schools in Denizli. The data were analysed through the emerging themes and codes within the scope of research questions. Similarities and differences between public and private middle schools ...
An investigation of elementary and mathematics teachers’ views about the new elementary school mathematics curriculum Keleş, Özkan; Haser, Çiğdem; Department of Elementary Science and Mathematics Education (2009) The purpose of this study was to identify and describe elementary and mathematics teachers’ views about the new elementary school mathematics curriculum (NC). A total of 22 elementary teachers (grades 1-5) and mathematics teachers (grades 6-8) Alaca district of Çorum participated. The data were collected through one-to-one interviews with some of the participants and written responses for the interview questions provided by the rest of the participants. The findings indicated that the participants had posit...

Citation Formats

T. Boz and A. Yıldırım, “4+4+4 Eğitim Sisteminde Birinci Sınıf Öğretmenlerinin Karşılaştıkları Zorluklar,” Başkent Üniversitesi Eğitim Dergisi, pp. 54–65, 2014, Accessed: 00, 2021. [Online]. Available: https://hdl.handle.net/11511/79260.