Abstract


A PRACTICE FOR DISADVANTAGED STUDENTS IN TURKEY: THE PRIMARY SCHOOL EDUCATION PROGRAM (PSEP)

The present study aimed to determine the opinions of teachers about the Primary School Education Program (PSEP). The phenomenological model, one of the qualitative research methods, was used in the study. The study group consisted of 38 teachers working in the Primary School Education Program in Nizip district of Gaziantep province in the academic year of 2018-2019. A semi-structured interview form was used as a data collection instrument. The research data were analysed through content analysis method. According to the obtained findings, the Primary School Education Program had several contributions for students, teachers, and parents. It was concluded that the PSEP contributed to reducing disadvantages and the academic differences within the classroom and ensuring parent satisfaction. It was found that there were problems concerning students, teachers, parents, and legislation and the functioning of the Primary School Education Program. The teachers listed their suggestions for the solution of the problems experienced in the Primary School Education Program such as maintaining attendance during the program, improving teacher wages, providing parent cooperation during the program, prolonging the program throughout the academic year, and providing materials and resources for the program. It was pointed out that there should be a collaboration with parents, regular feedback to parents, and the organization and diversification of the books for the program based on the student level during the implementation of the program. It was necessary to determine and provide the materials for more effective and efficient lessons within the scope of the program.



Keywords

Primary school, Disadvantaged students, The primary school education program (PSEP), Teacher.


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