Sınıf Öğretmenlerinin Mülteci Öğrencilere Yönelik Tutumlarının Çeşitli Değişkenler Açısından İncelenmesi

Sağlam, Halil İbrahim; Kanbur, Nezaket İlksen

doi:10.19126/suje.335877

Cited by 67 publications

(15 citation statements)

References 7 publications

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“…Similarly, research by Nayir (2019) shows that school administrators need linguistic and specialized support as well as social and financial support during the education of immigrant students. Saglam and Ilksen-Kanbur (2017) found in their research on class teachers that teachers did not feel competent about immigrant students and had no professional development plan. Supports implemented show that school administrators do not implement any support for teachers' professional development.…”

Section: Discussionmentioning

confidence: 99%

The adaptation of newly arrived immigrant students to education: Evidence from Turkey

2021

PERR

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In general, it can be said that the problems experienced by immigrant students are due to cultural differences. Language problem arising from cultural differences also raises the problem of adaptation. In the report prepared by the European Commission, there are supports that can be stated as language support, academic support, family participation, intercultural adaptation and peer learning. The research aims to determine the adaptation model implemented by Turkey for newly arrived immigrant students. Within the scope of this research, interviews were held with school administrators and the support provided for newly arrived migrant students was determined, and Turkey-specific adaptation model was tried to be established.

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Section: Discussionmentioning

confidence: 99%

The adaptation of newly arrived immigrant students to education: Evidence from Turkey

2021

PERR

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“…Alabay & Ersal (2020) state that this may be due to the fact that teachers' knowledge and skills about children from different cultural backgrounds are not adequate in the classroom. Sağlam & Kanbur (2017) stated in their study that they analyzed teacher attitudes towards refugee children, that they found it more appropriate not to make any changes in the plan. In this direction, it can be said that the teachers' failure to make educational arrangements for children from different cultures in this study may be due to their insufficient knowledge and skills on multiculturalism and planning multicultural education.…”

Section: 2discussion On the Elements Of Multiculturalism In The Classroom Environmentmentioning

confidence: 99%

Preschool Teachers' Opinions Towards to Multicultural Education

Ates¹,

Şahin²

2021

eqr

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It is almost impossible to talk about a monocultural society in the world that exist diversity and differences. Cultural diversity also makes its presence felt in schools, as in every atmosphere. Pre-school institutions, where children leave their home environment and are involved in the educational environment for the first time, are the places in which each child brings the cultural diversity of himself and his family, and in which peer interaction first occurs and develops. For these reasons, it is important to determine the views and practices of pre-school teachers about multiculturalism and its applications. In this study, a phenomenological research model, one of the qualitative research methods, was used by interviewing 23 preschool teachers working in official independent kindergartens in the city center of Diyarbakır. Data were collected through interviews with teachers, and content analysis was used in the analysis of the data. So far as the results of the research; it has been determined that the number of teachers who make arrangements in terms of multiculturalism in their classrooms is quite low, and the teachers who do not make arrangements for this, justify that the children in their classes are from Diyarbakır province or its surroundings, and ignore the cultural diversity of the province they work in. It was designated that all of the participants included the issues of respect for differences in their plans, and due to the pandemic, the diversity of teachers' activities for multiculturalism and respect for differences decreased. It has been determined that teachers focus on different themes and subjects due to the limited education period during the pandemic process. All the teachers participating in the study emphasized that it is more effective to address cultural issues in face-to-face education, however it was determined that they could not associate some of their practices with multiculturalism and respect for differences.

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“…Refugee Student Attitude Scale: The scale developed by Sağlam and Kanbur (2017) consists of three dimensions (communication, adaptation, and efficiency) and 24 items. The total variance explained by the three dimensions was estimated to be 53.61%, and Cronbach's Alpha internal consistency coefficient was found to be .91.…”

Section: Data Collection Instrumentsmentioning

confidence: 99%

“…That's why, integrating children of this age into education will contribute to have lesser problems in later periods. As a matter of fact, Sağlam and Kanbur (2017) pointed to the importance of the primary school age, in which basic knowledge and skills have been given, and the infrastructure of complex learning has been created for the ability of refugee students to hold on to life and to love the country they migrated to. Therefore, it can be claimed that primary school-age refugee students' receiving education together with their peers of different cultural backgrounds is influential not only in their cognitive and affective development but also in their socialization and integration processes.…”

Section: Introductionmentioning

confidence: 99%

The Relationship between Cultural Intelligence and the Attitudes towards Refugee Students: A Study on Primary School Teachers

Alev

Kara

2021

Participatory Educational Research

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This study aimed to examine the relationship between the cultural intelligence levels of primary school teachers and their attitudes towards refugee students. The sample of the study, which was designed using the correlational survey model among the quantitative research methods, consisted of 386 teachers working at primary schools in Nizip district of Gaziantep in the academic year 2019-2020. The data were collected through the “Cultural Intelligence Scale” and “Refugee Student Attitude Scale”. During the analysis procedure, mean scores and standard deviation for the variables were estimated, and the correlation and stepwise multiple regression analyses were performed. Based on the research findings, the cultural intelligence levels of teachers and their attitudes towards refugee students were relatively high. Moreover, there was a positive and significant relationship between the cultural intelligence levels of teachers and their attitudes towards refugee students. As a result of the stepwise multiple regression analysis, it was determined that the cultural intelligence level of teachers was a significant predictor of their attitudes towards refugee students. The second model yielded that the rise in the metacognitive, cognitive and motivational sub-dimensions of cultural intelligence significantly predicted teachers’ attitudes towards refugee students. It is advisable to create an atmosphere that may improve the cultural intelligence level of teachers at schools and to contribute to their development of positive attitudes towards students. The present study was carried out through the quantitative research methodology, and it has been recommended to examine the relationship between the variables in detail with the studies to be designed with qualitative or mixed methods in future research.

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Sınıf Öğretmenlerinin Mülteci Öğrencilere Yönelik Tutumlarının Çeşitli Değişkenler Açısından İncelenmesi

Cited by 67 publications

References 7 publications

The adaptation of newly arrived immigrant students to education: Evidence from Turkey

The adaptation of newly arrived immigrant students to education: Evidence from Turkey

Preschool Teachers' Opinions Towards to Multicultural Education

The Relationship between Cultural Intelligence and the Attitudes towards Refugee Students: A Study on Primary School Teachers

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