A Case Study of a Turkish Vocational High School, and the Challenges for Teachers

Autor/inn/en	Ayaz, Ahmet; Karacan Özdemir, Nurten
Titel	A Case Study of a Turkish Vocational High School, and the Challenges for Teachers
Quelle	In: Journal of Vocational Education and Training, 75 (2023) 3, S.459-478 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Ayaz, Ahmet) ORCID (Karacan Özdemir, Nurten)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1363-6820
DOI	10.1080/13636820.2021.1895873
Schlagwörter	Foreign Countries; Vocational Education; Vocational Education Teachers; High School Teachers; Rural Schools; Disadvantaged; Learner Engagement; Classroom Techniques; Barriers; Educational Needs; High School Students; Student Motivation; Self Efficacy; Low Achievement; Cultural Influences; Educational Practices; Educational Resources; Internet; Faculty Development; Turkey + Suchen Sie Ihr Suchwort? Ausland; Ausbildung; Berufsbildung; Ausbilder; High school; High schools; Teacher; Teachers; Oberschule; Lehrer; Lehrerin; Lehrende; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Klassenführung; Educational need; Bildungsbedarf; Student; Students; Schüler; Schülerin; Studentin; Schulische Motivation; Self-efficacy; Selbstwirksamkeit; Unterdurchschnittliche Leistung; Cultural influence; Kultureinfluss; Bildungspraxis; Bildungsmittel; Türkei
Abstract	This case study reports on challenges and professional perspectives of vocational high school teachers working in a socially disadvantaged in rural Turkey. The data were gathered from 14 participants, including teachers, administrators and counsellor through individual and focus group interviews and classroom observations. The analysis found that students in Turkish vocational high schools are negatively positioned, this was evidenced in poor student engagement and the struggles of classroom management experienced by teachers. The perceived problems and needs showed some differences across teachers who provide academic and vocational courses. The findings imply that there is a need for social justice advocacy for rural vocational high school students by fostering teachers and improving the system by policy development. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01