Problems Confronted by Turkish Teachers and Principals Working at Temporary Education Centers (TECs)

Autor/in	Yenel, Kübra
Titel	Problems Confronted by Turkish Teachers and Principals Working at Temporary Education Centers (TECs)
Quelle	In: International Journal of Curriculum and Instruction, 14 (2022) 1, S.37-55 (19 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1562-0506
Schlagwörter	Foreign Countries; Faculty Development; Principals; Assistant Principals; Educational Needs; Barriers; Teaching Conditions; Educational Administration; Teacher Attitudes; Administrator Attitudes; Refugees; Access to Education; Legal Responsibility; Volunteers; Professional Development; Turkey (Ankara); Syria + Suchen Sie Ihr Suchwort? Ausland; Principal; Schulleiter; Principals; Stellvertretende Schulleitung; Educational need; Bildungsbedarf; Lehrbedingungen; Unterrichtsbedingungen; Bildungsverwaltung; Schuladministration; Schulverwaltung; Lehrerverhalten; Flüchtling; Education; Access; Bildung; Zugang; Bildungszugang; Strafmündigkeit; Freiwilliger; Syrien
Abstract	The purpose of this study is to determine the difficulties in professional development and professional needs of Turkish teachers at Temporary Education Centers (TECs), difficulties confronted by them during educational and instructional processes, their working conditions and difficulties confronted in the administration of Temporary Education Centers (TECs) according to the opinions of Turkish teachers and Temporary Education Centers (TECs) principals. Qualitative research methods and techniques are used in this study. From the qualitative research designs, a case study is conducted. The participants of the study consist of seven Turkish teachers and two Temporary Education Center (TEC) vice-principals and a TEC principal working at a TEC in Ankara. Data is collected in-depth, and multiple sources of information are consulted. Data of the study is collected through interviews and observations, and this data is analyzed by using content analysis. As a result, according to the participant ideas, three main problem areas at TECs are determined as professional development, education-training process and working conditions. (As Provided).
Anmerkungen	World Council for Curriculum and Instruction. California School of Education, Alliant International University, 10455 Pomerado Road, San Diego, CA 92131. Web site: http://ijci.wcci-international.org/index.php/IJCI/about
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01