İlkokul kademesi yabancı dil sınıflarında ortak öğretim modelinin etkileri hakkındaki öğretmen görüşleri

This qualitative study investigates the perceptions of English as a Foreign Language (EFL) and primary school teachers regarding co-teaching in the context of instructing young learners. Thirteen EFL teachers and five primary school teachers participated from a private school where co-teaching is implemented across grades one to three. Through semi-structured interviews comprising 18 questions categorized into Expectations, Planning, Benefits, and Training, the study aimed to discern participants' beliefs, attitudes, and experiences toward co-teaching. Employing open and axial coding, data analysis revealed overarching themes and subthemes related to teachers' perspectives. Utilizing a case-study design, the research sought to provide insights into how the practices and implementation of co-teaching influence teachers' perceptions, thereby offering guidance to administrators for enhancing co-teaching strategies. Findings suggest a predominantly positive outlook among teachers, who perceive co-teaching as beneficial for enhancing English language learning outcomes, catering to diverse student needs, and facilitating shared responsibilities. However, challenges such as inadequate communication and training were identified as negatively impacting teachers' perspectives on co-teaching. This study contributes to the existing literature by illuminating the nuanced perceptions of EFL and primary school teachers towards co-teaching, particularly in the context of young learners. The identified factors influencing teachers' attitudes underscore the importance of effective communication and comprehensive training in optimizing the co-teaching experience. Ultimately, the study offers valuable insights for EFL and primary school teachers, and educational administrators seeking to cultivate and sustain effective co-taught classrooms.