The Effect of Intercultural Education on the Ethnocentrism Levels of Prospective Teachers

Abstract

In this study; the effects on the ethnocentrism levels of prospective teachers have been examined upon providing education under the scope of intercultural education. The study has been designed as a quasi-experimental design with pre-test, final-test control group. The study took place during the spring semester of 2014-2015 academic year. The study group consists of a total of 118 prospective teachers, 74 of whom (trial group) are students at a public university in Ankara and 44 (control group) from a public university in Niğde. At the beginning and end of the study, the ethnocentrism levels of the prospective teachers have been assessed. The 20-item Ethnocentrism Scale has been used as the data collection tool. In order to interpret the points scored in "Ethnocentrism Scale", an independent sample t-test and "One-Way Covariance" analysis have been used. The research findings indicated a positive oriented change in the ethnocentrism points and between both the trial and control group students' pre-and final test grade averages in the in-group comparisons. However, this positive change was in favour of the trial group in the inter-group comparisons. In other words, the project assignment made by the prospective teachers had a positive impact on the students' ethnocentrism levels.

Implementation of the DPA approach in an intercultural context on the example of the ACTTE project

“…Historical and political issues, as well as migration at different levels worldwide, make individuals with different habits, cultures, and social structures need to live and work together. It is the main factor driving intercultural education and a prominent issue (Aslantaş, 2019;Błeszyńska, 2008;Bennett, 2009). Education is an instrument for the comprehensive development of individuals and entire societies.…”