Myths about education: Determination of classroom teachers' beliefs affecting their expectations

Ongoing beliefs, prejudices, stereotypes and assumptions about education bring to mind the idea that there may be common myths about education. Based on this idea, it is possible for the concept of myth to find a place in the education system. Teachers' beliefs can be effective in developing expectations for students. It is thought that it is important to conduct studies on the expectations developed by teachers at the primary school level. This is because students encounter classroom teachers at the beginning of their educational lives and spend longer time with them compared to other field teachers. The aim of this study is to reveal the myths that affect teacher beliefs and expectations, to raise awareness about the beliefs that are assumed to be true, and to offer solutions to move away from these beliefs. Qualitative method and phenomenology design were used in the study. Twenty-two classroom teachers working in schools at different socioeconomic levels in Derinkuyu district of Nevşehir province were interviewed. The study group was determined by maximum diversity sampling, one of the purposeful sampling methods. The data of the study were collected through semi-structured interview questions, one of the qualitative data collection tools. The data obtained from the interviews were analyzed by content analysis. As a result of the analysis, the myths held by classroom teachers were grouped as gender-based prejudices, lack of systemic solutions, educational inequality and evaluation according to student potential. In order to minimize the myths affecting teachers' beliefs, it is recommended to expand the scope of this research and conduct it again, to increase professional sharing opportunities related to educational myths, and to provide access to publications on the subject in order to raise awareness about educational myths.