Transported education is closely related to a large segment of the society. The main purpose of this study is to evaluate the transported education practices in line with the views of teachers working in schools with transportation centers in metropolitan cities. The research is a qualitative research in case study design. The study group of the research consists of 12 teachers working in transportation center schools in Eskişehir Tepebaşı district, selected by stratified proportional sampling method, which is one of the non-random sampling methods. The data of the study were collected through a semi-structured interview form and analyzed by content analysis method. As a result of the research, it was revealed that transported educationhas some positive and negative reflections on schools. Issues such as the fact that students who are transported have an economically disadvantaged background, there are problems with nutrition, their academic levels are generally low, and there are obstacles to access to materials are considered as negative reflections. However, the fact that transportation center schools offer them relatively richer social and cultural environment and activity opportunities than their surroundings are seen as positive reflections of transported education, whereas the places where students reside have limited social and cultural opportunities. In the research, it is suggested that student opinions should be taken in the preparation of meal lists and material support should be provided to students. Scale development studies to determine the problems of transported education are recommended for the research.
Access to education, Transported education, political economy perspective