Teacher views on the Harezmi Education Model

Abstract

In this study, it was aimed to determine teachers' views on the Harezmi Education Model, which was first piloted in Turkey in the 2016-2017 academic year and has recently become widespread in Turkey. The research was conducted with a case study within the qualitative approach. The study group consisted of nine teachers, three male and six female, from different branches and implementing the Harezmi Education Model. The data were analyzed by content analysis. As a result of the analysis, teachers' views on the Harezmi Education Model were grouped under seven themes. These themes are strengths, weaknesses, role and responsibilities of teachers, applicability and integration, values education, student effects, and administrator support.  In addition, teacher views on Harezmi teacher training are also included in the findings section. The strongest aspects of the Harezmi education model were identified as supporting 21st century skills and collaboration and teamwork. The weakest aspect of the model was found to be the need for financial support. Guiding students comes to the forefront in teachers' roles and responsibilities. The integration of the Harezmi education model into formal education was expressed as feasible by the teachers, except for factors such as the difference in technological facilities and the large class size. It was stated that the value most affected by the Harezmi education model is cooperation and that it provides the development of problem solving skills in students. Teachers expect education administrators to provide resources and materials and to increase their motivation. Harezmi teacher training is generally considered sufficient. It is thought that the content of the training should be improved and different activity examples should be included. Some suggestions were made within the framework of the research results.