Öğretmen Adaylarinin Çokkültürlülüğe İli̇şki̇n Tutumlari

Güngör, Sabri; Buyruk, Halil; Özdemir, Yalçın

doi:10.17755/esosder.386067

Cited by 12 publications

(10 citation statements)

References 13 publications

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“…Participants in these two regions were significantly more positive towards multiculturality, particularly in the "Richness" (Southeastern Anatolia) and "Threat" (Southeastern and Eastern Anatolia) dimensions than participants in other regions. Similarly, Güngör, Buyruk and Özdemir (2018) concluded that the teacher candidates from Southeastern and Eastern Anatolian regions have a more positive attitude than teacher candidates from the other regions. Particularly when the results concerning parental educational status are considered regarding the reflections of the nation state ideology on education, it may be inferred that participants in these two regions whose parents stayed outside the school system (literate and illiterate) were less intensely affected by the formal ideology of the state and therefore less influenced by the homogenization and "otherizing" of education, and displayed more positive attitudes towards different identities and class groups.…”

Section: Resultsmentioning

confidence: 99%

“…In Turkey, studies oriented towards defining individuals' perceptions, attitudes, and views on multiculturality have been undertaken by academicians, prospective teachers, school administrators and teachers (Akkaya, Kırmızı & İşçi, 2018;Aslan, 2017;Avcı & Faiz, 2018;Coşkun, 2012;Damgacı & Aydın, 2013;Demir 2012;Demir & Başarır, 2013;Demirsoy, 2013;Güngör, Buyruk & Özdemir, 2018;Kahraman & Sezer, 2017;Karaçam & Koca, 2012;Kaya & Söylemez, 2014;Nayır & Çetin, 2018;Özdemir & Dil, 2013;Polat, 2012;Üzülmez & Karakuş, 2018), and the extent to which curricula and textbooks include multiculturality was investigated (Açıkalın, 2010;Akar & Keyvanoğlu, 2016;Akhan & Yalçın, 2016;Cırık, 2008;Çayır, 2016;Keskin & Yaman, 2014;Seban & Uyanık, 2016). These studies have shown that while Turkish teacher candidates, teachers, administrators and academicians view multiculturality and multicultural education in a positive light, curricula and textbooks have many deficiencies.…”

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confidence: 99%

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Multiculturality Concept and Its Reflections on Education: The Case of Turkey

Köşker¹,

Özgen²

2018

Review of International Geographical Education Online

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The current study investigated the multiculturality attitudes of high school students using the Multiculturality Attitude Scale. The determination of the dynamics affecting students' multiculturality attitudes will provide opportunities for reconstructing the educational settings accordingly. The sample of the study was 2237 students from 24 high schools from 14 provincial centres in 7 geographical regions of Turkey. The data analysis was carried out using descriptive and inferential statistics. The analyses examined the relationships between the multiculturality attitudes of the students and their gender, class level, family income status, education level of the parents, and the geographic region of residence. The findings indicated significant differences between all dimensions of the scale (i.e., anxiety, richness, tolerance, threat, and discrimination) and the variables of the study. The findings indicated that the female students' attitude mean scores were more positive than those of the male students. Students in Central Anatolia, Southeastern Anatolia, and Marmara regions had higher attitude scores than students from other regions. As students' family income level increases, they regard multiculturality as a threat (ethnicity-based). Students whose parents have a high level of education regard multiculturality as a threat (ethnicity-based). In order to minimize these negative attitudes towards multiculturality in the society, people's awareness of different life practices by various groups within a country or community offers richness that should be recognized. To achieve this, the regulation of educational experiences considering cultural diversity and normalizing transitions, the differences in the educational institutions that serve as foundation in the society-building process are of the utmost importance.

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Section: Resultsmentioning

confidence: 99%

mentioning

confidence: 99%

Multiculturality Concept and Its Reflections on Education: The Case of Turkey

Köşker¹,

Özgen²

2018

Review of International Geographical Education Online

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“…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. Başarır, 2012;Başbay & Bektaş, 2009;Bulut, 2014;Ekinci, 2019;Karadağ, 2019;Polat & Kılıç, 2013;Tari, 2019;Yılmaz, 2016) of educators towards multiculturalism, scale development or adaptation studies regarding multiculturalism (e.g.…”

Section: Multicultural Education In Social Studies Coursementioning

confidence: 99%

Multiculturalism in Social Studies Teaching: A Meta-Synthesis Study

İşler¹

2021

Kastamonu Eğitim Dergisi

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Purpose: This paper aims to evaluate the findings of studies investigating multiculturalism in social studies teaching in Turkey. Studies examining the concept of multiculturalism, which belongs to an important place in the social studies course, were analyzed, and the findings related to what was focused most, what was needed and the subjects that had never been investigated before were presented.Design/Methodology/Approach: The meta-synthesis method, which is one of the qualitative methods based on interpreting and synthesizing the findings of the studies, carried out with a qualitative and mixed method investigating multiculturalism in the field of social studies teaching. In the meta-synthesis method, researches on the same subject are interpreted from a critical point of view by creating themes or main templates. Within the scope of the "inclusion criteria" determined, 11 studies examining multiculturalism in social studies teaching were analysed. Findings:The findings showed that in order to describe the current situation, the great majority of the studies examined the documents, and the data collection and data analysis methods were similar due to the document analysis method. Studies examining multiculturalism in different units of the curriculum of social studies course show that the situations of addressing multiculturalism in the program have varied over the years, and that there have been significant developments over time in terms of the representation of multiculturalism in the context of learning domain. Studies conducted on social studies textbooks show that the reflection of multiculturalism on books took place later than the curriculum. As a result, it is seen that the level of multiculturalism is still not sufficient. Conclusion:Instead of conducting descriptive studies that determine the extent to which multiculturalism is represented in social studies documents, social studies researchers are suggested to carry out studies using different methods that create products for the creation of multicultural education environments that can be carried out with a social studies curriculum.

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“…Ulusal literatür incelendiğinde, çeşitli branşlarda öğrenim gören öğretmen adaylarının, kültürel farklılık ve zenginlik kavramlarına ilişkin algılarının belirlendiği (Meydan & Yıldırım, 2014;Öztürk & Günel, 2016;Rengi & Polat, 2014), çeşitli tutum ve değişkenler bakımından kültürlerarası duyarlılık ve etnik merkezcilik düzeylerinin ölçüldüğü (Akın, 2016;Boran & Arcagök, 2017;Çoban, Güney-Karaman & Doğan, 2010;Demir & Üstün, 2017;Öğüt & Olkun, 2018;Rengi & Polat, 2014;Yılmaz & Göçen, 2013), çok kültürlülük ve çok kültürlü eğitime yönelik algı, tutum ve eğilimlerinin belirlendiği (Akkaya, Susar-Kırmızı & İşçi, 2018;Başar, 2019;Demirsoy, 2013;Güngör, Buyruk & Özdemir, 2018;Ünlü & Örten, 2013, Ürey, 2017, küresel vatandaşlık eğitimine ilişkin görüşlerinin incelendiği (Çolak, Kabapınar & Öztürk, 2019;Gürdoğan-Bayır, Göz & Bozkurt, 2014;Egüz, 2016) bazı çalışmalara rastlanılmaktadır. Yapılan araştırmalarda, özellikle öğretmen adaylarının diğer kültürlere olan yaklaşımlarının belirlenmesinde daha çok nicel araştırma desenlerinin tercih edildiği buna karşın, sınırlı sayıda nitel odaklı çalışmaların (İbrahimoğlu, 2018) yapıldığı belirlenmiştir.…”

Section: Introductionunclassified

Sosyal Bi̇lgi̇ler Öğretmen Adaylarinin Kültürel Farklilik, Kültürlerarasi Duyarlilik Algilari Ve Kültürlerarasi Eği̇ti̇me Yöneli̇k Görüşleri̇

Akpınar¹,

Cantürk

2021

Atatürk Üniversitesi Kazım Karabekir Eğitim Fakültesi Dergisi

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In present study, in which pre-service social studies teachers' perceptions of cultural difference, intercultural sensitivity and their views on intercultural education were examined, case study method was used. The participant group of the study consists of 10 volunteer 4th graders pre-service social studies teachers studying in 2017-2018 academic year. The study data were collected with a semi-structured interview form and analyzed by content analysis in NVivo 10 program. According to the findings obtained from the research, it was concluded that pre-service teachers perceived cultural difference generally in the context of race and belief, and intercultural sensitivity as being respectful and tolerant to other cultures and they displayed positive attitudes towards individuals from other cultures. However, it was determined in the research that the courses in the undergraduate program did not have enough effect on pre-service teachers' developing positive behaviors towards individuals from other cultures. It was observed that the university environment and living together with individuals from other cultures were more effective in developing positive behaviors of the pre-service teachers. In addition, it was determined in the study that that the pre-service teachers developed both positive and negative perspectives on intercultural education, which they considered important in terms of social studies course. Pre-service teachers were positive to intercultural education in terms of contributing to living in harmony; on the other hand, they were negative about it because of the concern that it might move individuals away from their own culture. Furthermore, the research revealed that the pre-service teachers did not have enough information about intercultural subjects/achievements in the program they were studying, they did not have enough knowledge about active learning method and strategies that could be used in classroom environments with intercultural diversity and they needed professional development in this regard. At the end, based on present study and other research results some suggestions were made for pre-service teachers to receive pre-service training in the dimensions of designing, applying and evaluating the learning-teaching process suitable for the classroom environments with cultural diversity.

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Öğretmen Adaylarinin Çokkültürlülüğe İli̇şki̇n Tutumlari

Cited by 12 publications

References 13 publications

Multiculturality Concept and Its Reflections on Education: The Case of Turkey

Multiculturality Concept and Its Reflections on Education: The Case of Turkey

Multiculturalism in Social Studies Teaching: A Meta-Synthesis Study

Sosyal Bi̇lgi̇ler Öğretmen Adaylarinin Kültürel Farklilik, Kültürlerarasi Duyarlilik Algilari Ve Kültürlerarasi Eği̇ti̇me Yöneli̇k Görüşleri̇

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