Factors That Influence Teachers' Multicultural Teaching Practices

Year 2020, Volume: 16 Issue: 27, 13 - 47, 31.07.2020

Soner Yıldırım , Erdoğan Tezci

https://doi.org/10.26466/opus.687625

Cited By: 2

Abstract

Kosovo is one of the countries with a multicultural social structure. This multicultural social structure is naturally reflected in schools and classrooms. Classes with a multicultural structure can affect teachers' teaching-learning conceptions. Teachers' perspective and knowledge on multiculturalism also shape the understanding of multicultural education. In this study, it is aimed to determine teachers’ level of knowledge, belief, attitude and self-efficacy in Kosovo about multicultural education. The study was carried out with 975 Albanian, Turkish and Bosnian volunteer teachers working in Kosovo. The data were collected using six scales that were developed by Yıldırım and Tezci. Research data were analyzed with path analysis. At the end of the study, it was found that teachers' knowledge of multicultural education, conceptual information about cultural differences, belief about the necessity of multicultural education, attitude towards cultural differences, and self-efficacy perception were related to multicultural education and they highly used in-class multicultural teaching practices. The moderately positive relationship between the variables was determined. It was also reached that all of these variables predicted multicultural classroom teaching practices. And finally, it was found that developing teachers' perceptions of self-efficacy, knowledge and belief about multicultural program implementations was more important.

Keywords

Multicultural education, self-efficacy for multicultural education, attitudes towards, education for diversity, belief for multicultural education, Kosovo

Öğretmenlerin Çok Kültürlü Eğitim Uygulamalarını Etkileyen Faktörler

Abstract

Kosova çokkültürlü toplumsal yapıya sahip ülkelerden biridir. Bu çok kültürlü toplumsal yapı, doğal olarak okullara ve sınıflara da yansımaktadır. Çok kültürlü yapıya sahip sınıflar, öğretmenlerin öğretme-öğrenme anlayışlarını etkileyebilmektedir. Öğretmenlerin çokkültürlülüğe bakış açısı ve bilgisi de çokkültürlü eğitim anlayışını şekillendirmektedir. Bu çalışmada, öğretmenlerin Kosova'da çok kültürlü eğitim hakkındaki bilgi, inanç, tutum ve öz-yeterlik düzeylerinin belirlenmesi amaçlanmıştır. Araştırma, Kosova'da çalışan 975 Türk, Arnavut ve Boşnak gönüllü öğretmenlerle gerçekleştirilmiştir. Veriler, Yıldırım ve Tezci tarafından geliştirilen altı farklı ölçek kullanılarak toplanmıştır. Araştırma verileri yol analizi ile analiz edilmiştir. Çalışmanın sonunda öğretmenlerin çok kültürlü eğitim bilgisi, kültürel farklılıklar hakkında kavramsal bilgi, çok kültürlü eğitimin gerekliliği hakkındaki inanç, kültürel farklılıklara karşı tutum ve öz-yeterlik algısı çok kültürlü eğitim ile ilişkili bulunmuştur. Değişkenler arasında orta derecede pozitif ilişki saptanmıştır. Değişkenlerin çok kültürlü sınıf öğretimi uygulamalarını üzerinde anlamlı bir etkiye sahip olduğu belirlenmiştir. Son olarak, öğretmenlerin çok kültürlü eğitim uygulamalarında bilgi, inanç ve öz-yeterlik algılarının geliştirilmesinin önemli olduğu saptanmıştır.

Keywords

Çok kültürlü eğitim, çok kültürlü eğitim için öz-yeterlik, eğitime yönelik tutumlar, çok kültürlü eğitime olan inanç, Kosova

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