The Perceptions of Elementary Kurdish Teachers of their Education Preparation Programs

ABSTRACT This study investigates the perceptions of in-service elementary Kurdish teachers regarding their educational preparation and teacher training courses in the Kurdistan Regional Government. An ethnographic case study approach was utilized, which involved a survey of four study domains and in-depth interviews with elementary teachers. These study domains included classroom planning and preparation, classroom environment, instruction, and professional responsibility. Additionally, demographic characteristics of the in-service teachers were examined, such as gender, age, years of experience, study majors, and institutions they graduated from. The sample comprised 195 participants selected by the General Directorate of Education to complete the survey. Purposive sampling was used to select ten teachers for in-depth interviews. The interview responses were coded, and seven themes emerged, creating a picture of pre-service and in-service teacher development for these participants. The results of the study indicate that in-service teachers hold negative perceptions of their educational preparation and teacher training courses. All participants expressed inadequate or insufficient preparation. Significant findings were derived from the interview responses that could inform improvements in teacher education programs and training courses. This study thus contributes to the existing literature on teacher education programs in Kurdistan by highlighting areas for enhancement