Analysing primary school teachers' experiences in the context of ready schools approach: France and Turkey

Abstract

Following a phenomenological research design, in this study, we analyze the experiences of primary school teachers on their readiness for children starting primary school. Two groups of participants, including six primary school teachers of preparatory class (cours preparatoire) students in France and six primary school teachers of firstgraders in Turkey, were selected through the criterion sampling method. The data obtained from the participants in the 2018-2019 academic year through interviews were analyzed by means of phenomenological data analysis. According to the results, the subthemes of preparation, support, and collaboration were identified under the main themes of activeness and affected in France and Turkey. Regarding the ready schools approach, while the participants from France had experiences mainly revolving around preparation and support, the experiences of those from Turkey were mostly based on preparation. Some participants from Turkey reported that they could not find sufficent time and funds under the theme of preparation and pointed out the inability to collaborate in the transition activities for primary school under the theme of collaboration. The participants from France did not report any negative experience or situation under any theme.