PEN Academic Publishing   |  ISSN: 1554-5210

Original article | International Journal of Progressive Education 2018, Vol. 14(2) 190-208

Teaching the Poor in Turkey: A Phenomenological Insight

Yunus Emre Ömür

pp. 190 - 208   |  DOI: https://doi.org/10.29329/ijpe.2018.139.14   |  Manu. Number: MANU-1802-06-0002.R1

Published online: April 25, 2018  |   Number of Views: 60  |  Number of Download: 137


Abstract

The purpose of this study was to analyze how primary school classroom teachers experienced teaching poor students. This study was designed in a phenomenological approach. To fulfill the aim of the study, in-depth and focus group interviews were held as well as clasroom observations. The data gathered through interviews and observations was firstly transcribed and then content analyzig technique was embraced to be able to reach meaningful themes. As a result of analyzing process, two main themes were emerged. One of these themes was identified as ‘education and poverty’, and the other theme was identified as ‘effects of poverty’.

Keywords: Poverty, teaching the poor, phenomenology of teacher experiences


How to Cite this Article?

APA 6th edition
Omur, Y.E. (2018). Teaching the Poor in Turkey: A Phenomenological Insight. International Journal of Progressive Education, 14(2), 190-208. doi: 10.29329/ijpe.2018.139.14

Harvard
Omur, Y. (2018). Teaching the Poor in Turkey: A Phenomenological Insight. International Journal of Progressive Education, 14(2), pp. 190-208.

Chicago 16th edition
Omur, Yunus Emre (2018). "Teaching the Poor in Turkey: A Phenomenological Insight". International Journal of Progressive Education 14 (2):190-208. doi:10.29329/ijpe.2018.139.14.

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