Looking at the Reform of the Century of Türkiye Education Model through the Lens of Synchronization Theory by Wearing Phenomenological Glasses

Yurdagül Doğuş; Sena Alptekin

Makale detayları

Looking at the Reform of the Century of Türkiye Education Model through the Lens of Synchronization Theory by Wearing Phenomenological Glasses

Yazarlar:

Yurdagül Doğuş | Sena Alptekin

Yayıncı:

Sakarya University

Ana Başlıklar:

Education Management

Dergi:

Sakarya University Journal of Education Vol.15 Issue 2, pp.173-193

Belge Tipi:

Makale

Yayın Tarihi:

8/2025

Belge Dili:

İngilizce

Document ID (Org No.):

2001356232

pISSN:

2146-7455

Anahtar kelimeler:

Özet:

 In 2024, Türkiye launched a reform movement that adopts the dynamics of Turkish culture to produce solutions to the chronic problems in the education system. This study aimed to understand how primary school first-grade teachers experienced this process in the early stages of the reform movement called the Century of Türkiye Education Model. 10 teachers, who were determined using the criterion sampling technique, participated in the study, which was conducted using a qualitative method and phenomenological design. In the study, data were obtained through semi-structured interviews and analyzed with content analysis. The findings showed that the teachers were thrust into a major reform process with very limited preparation. It was revealed that the teachers inadequate knowledge about the changes introduced caused them to experience negative emotions and have negative thoughts. They transferred these negative feelings and thoughts to their behaviors by not fully fulfilling the requirements of the reform initiative. We used the synchronization theory as an explanatory way to discuss our findings. The study concluded that synchronization between policymakers and teachers is an important factor for the success of the Century of Türkiye Education Model reform initiative. In light of this important result, we offered some practical suggestions to teachers, policymakers, and researchers.

 In 2024, Türkiye launched a reform movement that adopts the dynamics of Turkish culture to produce solutions to the chronic problems in the education system. This study aimed to understand how primary school first-grade teachers experienced this process in the early stages of the reform movement called the Century of Türkiye Education Model. 10 teachers, who were determined using the criterion sampling technique, participated in the study, which was conducted using a qualitative method and phenomenological design. In the study, data were obtained through semi-structured interviews and analyzed with content analysis. The findings showed that the teachers were thrust into a major reform process with very limited preparation. It was revealed that the teachers inadequate knowledge about the changes introduced caused them to experience negative emotions and have negative thoughts. They transferred these negative feelings and thoughts to their behaviors by not fully fulfilling the requirements of the reform initiative. We used the synchronization theory as an explanatory way to discuss our findings. The study concluded that synchronization between policymakers and teachers is an important factor for the success of the Century of Türkiye Education Model reform initiative. In light of this important result, we offered some practical suggestions to teachers, policymakers, and researchers.

 In 2024, Türkiye launched a reform movement that adopts the dynamics of Turkish culture to produce solutions to the chronic problems in the education system. This study aimed to understand how primary school first-grade teachers experienced this process in the early stages of the reform movement called the Century of Türkiye Education Model. 10 teachers, who were determined using the criterion sampling technique, participated in the study, which was conducted using a qualitative method and phenomenological design. In the study, data were obtained through semi-structured interviews and analyzed with content analysis. The findings showed that the teachers were thrust into a major reform process with very limited preparation. It was revealed that the teachers inadequate knowledge about the changes introduced caused them to experience negative emotions and have negative thoughts. They transferred these negative feelings and thoughts to their behaviors by not fully fulfilling the requirements of the reform initiative. We used the synchronization theory as an explanatory way to discuss our findings. The study concluded that synchronization between policymakers and teachers is an important factor for the success of the Century of Türkiye Education Model reform initiative. In light of this important result, we offered some practical suggestions to teachers, policymakers, and researchers.

 In 2024, Türkiye launched a reform movement that adopts the dynamics of Turkish culture to produce solutions to the chronic problems in the education system. This study aimed to understand how primary school first-grade teachers experienced this process in the early stages of the reform movement called the Century of Türkiye Education Model. 10 teachers, who were determined using the criterion sampling technique, participated in the study, which was conducted using a qualitative method and phenomenological design. In the study, data were obtained through semi-structured interviews and analyzed with content analysis. The findings showed that the teachers were thrust into a major reform process with very limited preparation. It was revealed that the teachers inadequate knowledge about the changes introduced caused them to experience negative emotions and have negative thoughts. They transferred these negative feelings and thoughts to their behaviors by not fully fulfilling the requirements of the reform initiative. We used the synchronization theory as an explanatory way to discuss our findings. The study concluded that synchronization between policymakers and teachers is an important factor for the success of the Century of Türkiye Education Model reform initiative. In light of this important result, we offered some practical suggestions to teachers, policymakers, and researchers.

Makale detayları

Looking at the Reform of the Century of Türkiye Education Model through the Lens of Synchronization Theory by Wearing Phenomenological Glasses

Yazarlar:

Yurdagül Doğuş | Sena Alptekin

Yayıncı:

Sakarya University

Ana Başlıklar:

Education Management

Dergi:

Sakarya University Journal of Education Vol.15 Issue 2, pp.173-193

Belge Tipi:

Makale

Yayın Tarihi:

8/2025

Belge Dili:

İngilizce

Document ID (Org No.):

2001356232

pISSN:

2146-7455

Education Reform

Primary School First-Grade Teacher

Synchronization Theory

The Century of Türkiye Education Model

Türkiye

Sayı

Makale detayları

Looking at the Reform of the Century of Türkiye Education Model through the Lens of Synchronization Theory by Wearing Phenomenological Glasses

Yazarlar: Yurdagül Doğuş | Sena Alptekin

Yayıncı: Sakarya University

Ana Başlıklar: Education Management

Dergi: Sakarya University Journal of Education Vol.15 Issue 2, pp.173-193

Belge Tipi: Makale

Yayın Tarihi: 8/2025

Belge Dili: İngilizce

Document ID (Org No.): 2001356232

pISSN: 2146-7455

Education Reform

Primary School First-Grade Teacher

Synchronization Theory

The Century of Türkiye Education Model

Türkiye

Sayı

Yazarlar:

Yurdagül Doğuş | Sena Alptekin

Yayıncı:

Sakarya University

Ana Başlıklar:

Education Management

Dergi:

Sakarya University Journal of Education Vol.15 Issue 2, pp.173-193

Belge Tipi:

Makale

Yayın Tarihi:

8/2025

Belge Dili:

İngilizce

Document ID (Org No.):

2001356232

pISSN:

2146-7455