Investigation of the Attitudes of Primary School Teachers Towards Refugee Students

Year 2022, , 981 - 1001, 30.12.2022

Mehmet Başaran , Veysel Kara

https://doi.org/10.18506/anemon.1111750

Abstract

This study aims to examine the attitudes of primary school teachers who have refugee students in their classes towards these students. The convergent parallel pattern, one of the mixed research designs, was used in the study. The study data were obtained from 311 primary school teachers, with 197 female and 114 males, working in Şahinbey and Şehitkamil districts of Gaziantep. In the study, "Demographic Information Form," "Refugee Student Attitude Scale", and "Semi-structured Interview Form" were prepared by the researchers were used as the data collection tools. While the SPSS 23.0 program was used to analyze the quantitative data obtained with the data collection tools, descriptive analysis was employed in the analysis of the qualitative data. According to the statistical analysis results, it was found that the overall scale and proficiency sub-dimension of the scale differed significantly in favor of male teachers in terms of gender variable, proficiency sub-dimension in favor of 51-60 age group in terms of age variable, According to the number of refugee students in teachers' classrooms, in favor of teachers with one refugee student in the overall scale and in the sub-dimensions of adaptation and proficiency Proficiency dimension in favor of teachers who served 21+ years in terms of years of service. In the content analysis of the interviews, it was revealed that the teachers had a language problem with their communication with the refugee students, and they tried to overcome this problem through Turkish-Arabic-speaking students or translators, which was a language problem in the adaptation of the refugee students and those parents had a negative view of co-education, That teachers planned activities and group games to overcome the adaptation problem. In addition, considering that the language problem and reading comprehension are the biggest problems in refugee education, the teachers underlined that there should be no discrimination and that language education should be provided to the refugee students and their parents as the key recommendations. The findings were discussed in the light of the literature, and the recommendations were made for the practitioners and researchers.

Keywords

inclusive education, refugee student, attitude

Investigation of the Attitudes of Primary School Teachers Towards Refugee Students

Abstract

Bu araştırmanın amacı sınıfında mülteci öğrenci bulunan sınıf öğretmenlerinin mülteci öğrencilere yönelik tutumlarının incelenmesidir. Araştırmada karma araştırma desenlerinden yakınsayan paralel desen kullanılmıştır. Araştırmanın verileri Gaziantep ili Şahinbey ve Şehitkamil ilçelerinde görev yapan 197 kadın ve 114 erkek olmak üzere 311 sınıf öğretmeninden elde edilmiştir. Araştırmada veri toplama aracı olarak “Demografik Bilgi Formu”, “Mülteci Öğrenci Tutum Ölçeği” ve araştırmacı tarafından hazırlanan , ‟Yarı Yapılandırılmış Görüşme Formu” kullanılmıştır. Veri toplama araçlarından elde edilen nicel verilerin analizinde SPSS 23.0 programı, nitel verilerin analizinde betimsel analiz yöntemi kullanılmıştır. İstatistiksel analiz sonuçlarına göre cinsiyet değişkeni açısından ölçeğin geneli ve yeterlik alt boyutunun erkek öğretmenler lehine, yaş değişkeni açısından yeterlik alt boyutunun 51-60 yaş grubu lehine, hizmet yılı değişkeni açısından yeterlik alt boyutunun 21+ yıl hizmette bulunmuş öğretmenler lehine ve öğretmenlerin sınıflarındaki mülteci öğrenci sayısı durumu açısından ölçeğin geneli ve uyum ve yeterlik alt boyutlarında 1 mülteci öğrencisi bulunan öğretmenler lehine anlamlı farklılaştığı bulunmuştur. Yapılan görüşmelerin betimsel analizinde, öğretmenlerin mülteci öğrenciyle iletişimlerinde dil sorunu olduğu ve bunu Türkçe-Arapça bilen öğrenciler veya tercümanlar aracılığıyla aşmaya çalıştıkları, mülteci öğrencilerin uyumlarında dil sorunu olduğu ve velilerin bir arada eğitime sıcak bakmadıkları, öğretmenlerin uyum sağlama amacıyla etkinlikler ve grup oyunları planladıkları, mülteci eğitiminde dil sorunu ve okuduğunu anlamama en büyük sorunlar olarak dile getirilmiş olup öğretmenlerin çözüm önerileri olarak ayrım yapmama, mülteci öğrenci ve velilerine dil eğitimi verilmesi gerektiğini belirtmiş oldukları sonuçlarına ulaşılmıştır. Elde edilen bulgular literatür ışığında tartışılmış, uygulayıcı ve araştırmacılara yönelik önerilere yer verilmiştir

Keywords

kapsayıcı eğitim, mülteci öğrenci, tutum

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