Öğretmen Adaylarının Kültüre Duyarlı Eğitime İlişkin Görüşlerinin Q Metodoloji ile İncelenmesi

Year 2024, Volume: 26 Issue: 2, 280 - 290, 30.06.2024

Mustafa Aydoğan , Esra İzmir

https://doi.org/10.17556/erziefd.1417721

Abstract

Küreselleşme ve göçlerle birlikte okullarda kültürel çeşitlilik hızlı bir artış içindedir. Bu sebeple, öğretmen adaylarının kültürel duyarlılık hakkında farkındalık, bilgi, beceri ve bunları sınıf ortamına nasıl yansıtacakları önemli konular haline gelmiştir. Bu çalışma, kültüre duyarlı eğitim dersinin öğretmen adaylarının kültüre duyarlı eğitime yönelik görüşlerine etkisini Q metodoloji ile keşfetmeyi amaçlamıştır. Araştırmanın çalışma grubunu kültüre duyarlı eğitim dersini alan 39 gönüllü öğretmen adayı oluşturmaktadır. Araştırmacılar tarafından farkındalık, bilgi, beceri ve pedagoji alt temalarında gruplandırılan “Kültüre Duyarlı Eğitime İlişkin Q Seti İfadeleri” veri toplama aracı olarak kullanılmıştır. Ulaşılan veriler HtmlQ programı aracılığıyla analiz edilmiştir. Faktör analizinden elde edilen sayısal veriler ve yarı yapılandırılmış görüşmelerden elde edilen nitel veriler kullanılarak, öğretmen adaylarının katıldıkları kültüre duyarlı eğitimin etkileri üzerine üç farklı öznel görüşe sahip oldukları ortaya çıkmıştır: (a) Bilgi Odaklı Gelişim (b) Farkındalık Odaklı Gelişim ve (c) Pedagojik Beceri Odaklı Gelişim. Çalışma sonuçları kültüre duyarlı öğretmen eğitimcileri, öğretmen adayları ve Türk eğitim sistemi için değerli önerilere işaret etmektedir.

Keywords

Kültüre duyarlı eğitim, kültüre duyarlı öğretmen, öğretmen adayları, Q metodoloji

Examining Pre-Service Teachers' Perspectives on Culturally Responsive Education Using Q Methodology

Abstract

With globalization and migration, there is a rapid increase in cultural diversity in schools. Therefore, pre-service teachers' awareness, knowledge, and skills about cultural responsiveness and how to reflect them in the classroom environment have become important issues. This study aimed to explore the impact of a culturally responsive education course on pre-service teachers' views on culturally responsive education through Q methodology. The data collection tool utilized in the study was the "Q Set Statements on Culturally Responsive Education" grouped by the researchers under the sub-themes of awareness, knowledge, skills, and pedagogy. Data from the study group consisting of 39 volunteer pre-service teachers who took the culturally responsive education course were obtained through the HtmlQ program. Using the quantitative data obtained from the factor analysis and the qualitative data obtained from the semi-structured interviews, it was revealed that the pre-service teachers had three different subjective views on the effects of the culturally responsive education they participated in (a) Knowledge-Based Development (b) Awareness-Based Development and (c) Pedagogical Skills-Based Development. The results of the study point to valuable recommendations for culturally responsive teacher educators, pre-service teachers, and the Turkish education system.

Keywords

Culturally responsive education, culturally responsive teacher, pre-service teachers, Q methodology

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