Due to some necessary facts, joint classrooms are established within our educational system which take place an ipmortant role. There are number of students in the country who stilt attend to those types of classrooms, hence it is a reality which needs to be considered. In this vein, the aim of this study is to examine applicability of constructivist learning approach in joint classrooms thgrough the views of primary school teachers. In the study descriptive method within the qualitative research approach was adopted. The study was carried out in 2010-2011 academic year in central and provincial Trabzon and 76 teachers who work in joint classrooms were participated in the study. The questionnaire which was developed in parallel with the aim of the study was applied to 76 primary school teachers. In addition, a semi-structured interview form was developed and face to face interviewed carried out with 20 primary joint class teachers in order to validate data. Results of the study illustrate that there are meaningful differences in teachers’ application of constructivist approach in their teaching practices, assessment and evaluation processes on the basis of some variables such as class size and the grade they teach. In addition, it was found out that teachers think that constructivist approach is necessary to be practiced in joint classrooms, however, they maintain that they under utilise newly developed constructivist curriculum and they face various difficulties and problems in application of constructivist approach in joint classrooms. At the end of the study, on the basis of teachers’views, some recommendations were made in order to overcome those problems.
Joint classrooms, constructivist approach, teacher views.