Öğretmen Adaylarının Çokkültürlülüğe İlişkin Algılarının Farklı Değişkenler Açısından İncelenmesi

Abstract

Multiculturalism includes becoming aware of races, ethnic structures, languages, sexual orientations, gender, age, being disabled, social classes, education, religious orientations and other cultural dimensions. Teachers who play a significant role in the educational process should also be trained to have the necessary competence in multiculturalism. The aim of the study was to investigate first-and third-year teacher candidates' perceptions of multiculturalism in terms of different variables. Since it was aimed to understand an existing case, survey model, which is often preferred in descriptive studies, was employed. The study was conducted with 316 first-and third-year students at Dokuz Eylul University. Among them, 149 were from the department of Turkish language education, and 167 from the department of elementary education. "Multiculturalism Perception Scale" developed by Ayaz (2016) was used to gather data. The results of the study showed that the teacher candidates' perceptions of multiculturalism did not significantly differ based on their parents' educational status, the number of they read books annually, their gender, major, region of hometown and year of study. In other words, the teacher candidates' perceptions regarding cultural and individual differences were similar. In this regard, the teacher candidates' adopting a positive attitude towards multiculturalism is of significance in terms of guiding different students as they adapt to a new society

Öğretmenlerin Çokkültürlülük Algıları İle Sınıf İçi İstenmeyen Öğrenci Davranışlarına Yönelik Tutumlarının Değerlendirilmesi

“…Bu nedenle öğretmenlerin tüm akademik kurumlarda iletişim becerileri, bireysel ya da gruba yönelik çalışmaları ve çokkültürlülükle ilgili farklı bakış açılarını ele alan çeşitli türde yöntem, teknik ve yaklaşımları kullanmaları önemlidir (Alazzi, 2016). Ayrıca Türkiye'de artan sığınmacı/göçmen sayısındaki artışa paralel olarak çokkültürlülükle ilgili yapılan çalışmaların arttığı ve özellikle öğretmenlerin bu kavrama yönelik yeterliklerinin incelendiği görülmektedir (Akkaya, Susar-Kırmızı ve İşçi, 2018;Başbay, Kağnıcı ve Başbay, 2018;Bulut ve Başbay;Durşen-Ünal, 2018;Tonbuloglu, Aslan ve Aydın, 2016).…”

Trends in Multicultural Education Research: A Five-Year Content Analysis of Turkish and ERIC Databases

“…On the contrary, it has been observed that the research in the international field is at a stage in which the practices and the experience related to this process are examined in line with the prevalence of multicultural education practices (Baltes, Hernandez & Collins, 2015;Golub, 2014;Guth, McAuliffe & Michalak, 2014;Perveen, 2014). Studies conducted on multiculturality in Turkey generally show that teacher candidates, teachers, administrators and academics are positive in multiculturality and multicultural education (Akkaya, Kırmızı & İşçi, 2018;Alanay & Aydın, 2016;Avcı & Faiz, 2018;Başarır, Sarı & Çetin, 2014;Damgacı & Aydın, 2013;Kahraman & Sezer, 2017;Polat, 2012), although there are many deficiencies in curricula and textbooks (Akar & Keyvanoğlu, 2016;Akhan & Yalçın, 2016;Çayır, 2016;Keskin & Yaman, 2014;Seban & Uyanık, 2016). Therefore, education policies in Turkey are still not equipped to bring multiculturality into educational environments (Köşker & Özgen, 2018).…”

Multiculturalism in Social Studies Teaching: A Meta-Synthesis Study

“…It has been observed that the most studied subjects are the perceptions (e.g. Akar, 2017;Akkaya, Susar Kırmızı & İşçi, 2018;Başarır, Sarı & Çetin, 2014;Marangoz, Aydın & Adıgüzel, 2015), attitudes (e.g. Durmuş, 2017;Güleç, 2019;Güngör, Buyruk & Özdemir, 2018;Kaba, 2019;Kervan, 2017;Koçak & Özdemir, 2015;Köşker & Özgen, 2018;Onur Sezer & Bağçeli Kahraman, 2017;Siviş, 2019) and competencies (e.g.…”