Özel Okullarda Çift Dilli Eğitim Uygulamasında Eş Öğretmenler Arasındaki Çatışma Nedenleri ve Çözüm Yolları
As, Melike Aslı
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In this case study, the reasons of the conflict, in co-teaching practice, and their possible solutions were reviewed. The method of this study is qualitative method. This study was carried out with participation of 37 teachers and four administrators in four private schools in Ankara. The data used in this study are collected by face to face interviews. In the analysis of data, the researcher followed the thematic coding steps in the content analysis. These are making acquaintance with data, producing the first codes, identifying the contacts, creating the thematic networks, and integrating and interpreting.The findings indicated that the reasons of conflict between co-teachers are stemmed from inability to share authority, using the English teachers as assistants, inability to have sufficient information, English teachers’ lack of information about the curriculum, lack of experience and competition among teachers. Regarding prevention of the conflict and finding solutions including cooperation consultation with administrators, identifying more comprehensive objectives, to resolve the source of the conflict and reconciliation and relaxation are proposed. The expectations of the teachers from the administrators in order to regulate the relationships among the co-teachers and to manage the conflicts more effectively are expressed. Among the solutions of conflict are fairness, in-service training, academic support, proper supply of materials, and implementing supervision are recommended. Moreover, it has been suggested that faculties of education should prepare teacher training programs for this training model, create in-service trainings, examine examples abroad for the curriculum, and conduct audits by managers to increase effectiveness.