The purpose of this study is to identify the problems encountered in teaching Turkish to Syrian refugee students and to make suggestions for the solution of these problems based on the views of the teachers. As one of the qualitative research methods, data in this phenomenological study are collected by 16 Turkish teachers working at schools affiliated to the Ministry of National Education in the central districts of Kayseri at Temporary Education Center in the academic year of 2018-2019 via interviews. Data of the study are collected by semi-structured interview forms that are prepared for Turkish tutorials. In this context, Teacher Interview Form on Teaching Turkish to Syrian Refugees and Research Volunteer Participation Form that are developed by the researcher are used. Data obtained from the study are examined and interpreted using the content analysis method by Nvivo.10 package program. As a result of the research, it is identified that teachers working in PICTES experience significant problems during the process of teaching Turkish to Syrian refugee children. According to the findings, lack of course material, reluctance to teach, lack of interest in parents and, failure to socialize with Turkish peers due to differences in language and culture are the most significant problems. On the other hand, inadequacy of teacher knowledge in the field of asylum seekers and lack of a curriculum are the other problems encountered.
Teaching turkish to refugee students, Education of Syrian refugees, PİCTES
|Author :||Figen Şen -Ekrem SOLAK|
|Number of pages:||349-360|