Öz: Bu çalışmanın amacı, Kültürel Değerlere Duyarlı Eğitim (KDDE) anlayışını literatüre dayalı olarak kapsamlı bir şekilde incelemek ve KDDE'yi Türkiye'nin sahip olduğu kültürel farklılıklar bağlamında Türkiye için alternatif bir eğitim anlayışı olarak tartışmaktır. Araştırma, nitel araştırma yöntemlerinden doküman analizine dayalı olarak yapılmıştır. Veriler, araştırmacılar tarafından yaklaşık üç yıl süren (2015-2018) ulusal ve uluslararası alan yazın taramaları sonucu toplanmıştır. Araştırmada KDDE'nin önemli temsilcilerine ait 15 makale ve 5 kitap temel veri kaynağı olarak kullanılmıştır. Araştırmalar sonucunda; Türkiye Eğitim Sistemi içerisinde engellilik, sosyoekonomik düzey, etnik kimlik, anadil, dini inanç gibi kültürel ve bireysel farklılıklara sahip çok sayıda öğrenci bulunduğu, Türkiye'de eğitimde eşitsizliğin; cinsiyet, yaşanılan yerleşim yeri (kır ya da kent), kardeş sayısı, evde konuşulan dil, okul türleri, okulların devlet okulu veya özel okul olup olmaması, sosyoekonomik altyapı ve öğrencilerin bulunduğu coğrafi bölgeler gibi birçok faktöre bağlı olduğu, Türkiye'de farklı okul ve kademelerde öğrenim gören mülteci öğrenci sayısının bir hayli fazla olduğu ve eğitim sisteminde bu tür farklılıklardan dolayı birçok problem yaşandığı belirlenmiştir. Türkiye'nin sahip olduğu kültürel farklılıklar, çokkültürlü yapı, eğitim sisteminde bulunan engelli ve mülteci öğrenci sayısı, eğitimde eşitsizlik raporları, herkes için eğitim ve eğitimde feda edilecek tek bir fert yoktur anlayışı doğrultusunda; Türkiye'de daha kapsayıcı alternatif eğitim * Çalışmanın bir kısmı Ekim 2016' da Antalya' da düzenlenen 4. Uluslararası Eğitim Programları ve Öğretim Kongresi'nde sözlü bildiri olarak sunulmuştur. Çalışma, Nihat Kotluk' un doktora tezinden üretilmiştir.

Advances in information and communication technology in 21st century have led to changes in education trends and today new concepts such as computer, multimedia, audio, video, animation and internet have become an indispensable part of life. The storytelling is the one of approach which is allowed to using technology in educational field. The aim of this study is to define the use of digital storytelling in physics instruction as a distance education tool. In this respect, the literature related to digital storytelling was analyzed and for applying it in practice, 13 pre-service teachers from department of physic education were trained on digital storytelling for 6 weeks in spring term of 2013-2014 academic year. Following the process of instruction, pre-service teachers created and shared digital stories in YouTube and evaluated all of them. Furthermore, opinions of the pre-service teachers were asked on digital story telling As a result of the analysing the DST videos and opinions of pre-service teacher, it is expected that using digital storytelling as distance education tool will be efficacious.

The aim of this study is to survey teachers' views about culturally relevant/responsive education (CRE), in Turkey in terms of some variables. The study was designed as a descriptive survey model. The data were collected by means of a scale, Culturally Relevant Education View Scale (CREVS), developed by the researchers. The scale applied to 1302 teachers who were selected with random-stratified sampling and working currently in Van, Diyarbakır, Konya, Antalya, İzmir, İstanbul, and Trabzon provinces. Descriptive statistics and non-parametric tests were used in the analysis of the data. The results clearly indicated that teachers' views are positive though they have some doubts about CRE. For example, some teachers think that taking into account the different cultural values of the students can negatively affect the educational process (53%) while the vast majority of teachers believe that different cultural values should be supported (87%) and be taken into consideration (85%) in the classroom environment, and so, it is possible to affect teaching-learning process positively (%89). In addition, the teachers' views differ significantly according to factors such as gender, the number of cities they have worked, the geographical area where they grew up, the graduation programs, branches, the level of family socioeconomic status, the experiences related to diversity/multicultural education and the province/city they teach currently. We offer it is important to make CRE a central part of teacher education, both during initial preparation and during professional development.

The aim of this study is to investigate the effect of providing feedback to preservice teachers' (PSTs) through focus group discussion on PSTs' self-efficacy perception about teaching experiences and practices, to determine problems encountered during teaching practice by means of focus group discussion and to develop suggestions about solving these problems. This study was applied with 12 PSTs in two different schools during 12 weeks. Quantitative and qualitative data were gathered and analyzed. For quantitative data, non-parametric statistics and for qualitative data, descriptive analyses were used. As a result of the study, in experimental group, focus group discussion has significant and positive impact on PSTs' self-efficacy perception. Moreover, in interviews with PSTs, they stated that focus group discussion enabled them to make progress in topics such as lesson planning, classroom management, and teaching strategies.

We designed this study with the aim to examine teachers’ culturally relevant and sustaining education self-efficacy perceptions in Turkey. For this purpose, we developed a Culturally Relevant/Sustaining Education Self-Efficacy Scale. We obtained the data from 1302 teachers. Data analysis proceeded in three steps: First, we analyzed factor analysis. Second, we conducted a descriptive analysis of the items on the CRESE Scale. Finally, we compared teachers’ perceptions. The scale consists of a single factor and teachers’ scores on the CRESE Scale were highly reliable. The findings revealed that teachers were less efficacious in their ability to revise the teaching-learning materials in terms of cultural diversity, to give culturally relevant examples, to reflect the students’ cultural values in the classroom, and to increase in school parents’ and families’ participation in Turkey. Also, teachers’ self-efficacy perceptions differ significantly according to some variables. We discussed the implications for these findings for both further research and future teacher preparation.