Attitudes of Shahsavand Turkish-Speaking Teachers and Students Toward Formal and Informal Education
Keywords:
Formal education, Informal education, Minority, Students, TeachersAbstract
Education is a complex process involving both formal and informal learning experiences, playing a crucial role in the formation of individual identity and human values. The phenomenological method is used to describe and identify the essence of phenomena as perceived by individuals. In this approach, the researcher collects data from individuals who have experienced the phenomenon in question and describes the essence of that experience. The aim of this study was to examine the attitudes of the Shahsavand Turkish-speaking minority teachers and students toward formal and informal education. The main research questions addressed minority attitudes toward formal education, gender-based differences in these attitudes, and the advantages and disadvantages of both formal and informal education. For this purpose, 38 participants—including 15 teachers (aged 30 to 50) and 23 students (aged 17 to 18)—were selected using purposive sampling. Data were collected through semi-structured interviews and analyzed using Van Manen's method (Van Manen, 1990). The findings were summarized into 11 main categories: discrimination in formal education, skill acquisition, critical thinking, visibility of minorities, transmission or change of family occupations, parental encouragement for education, neglect of creativity, school expenses, family formation, risk of exclusion, and cultural erosion of the minority. These categories were grouped into four conceptual themes: orientations, behaviors, experiences, and performances, reflecting the meaning of education for this group.
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