eujef Erzincan Üniversitesi Eğitim Fakültesi Dergisi 2148-7758 2148-7510 Erzincan Binali Yıldırım Üniversitesi 10.17556/erziefd.1297298 Other Fields of Education Alan Eğitimleri Gaziantep’te Yaşayan Suriyeli Mülteci ve Türk Ebeveynlerin Kapsayıcı Eğitim Bağlamında Okul Öncesi Öğretmenlerinden Beklentileri Expectations of Syrian Refugee and Turkish Parents Living in Gaziantep from Preschool Teachers in the Context of Inclusive Education https://orcid.org/0009-0009-1763-9744 Öncel Gül HASAN KALYONCU ÜNİVERSİTESİ Akgül Esra HASAN KALYONCU UNIVERSITY, FACULTY OF EDUCATION 03 28 2024 26 1 151 161 05 15 2023 03 04 2024 Copyright © 1999, Erzincan Üniversitesi Eğitim Fakültesi Dergisi 1999 Erzincan Üniversitesi Eğitim Fakültesi Dergisi

Bu araştırmanın amacı, çok kültürlü bir eğitim ortamında yer alan hem Suriyeli mülteci hem de Türk çocukların ebeveynlerinin; okul öncesi öğretmenlerinden kapsayıcı eğitim bağlamında neler beklediklerini karşılaştırmalı olarak ortaya koymaktır. Bu çalışma nitel araştırma desenlerinden fenomenoloji çalışması olarak tasarlanmıştır. Görüşme tekniği kullanılarak yapılan bu araştırmada, okul öncesi eğitim çağında çocuğu olan Suriyeli mülteci ve Türk ebeveynlerin kapsayıcı eğitim bağlamında öğretmenlerden beklentilerine yönelik görüşleri incelenmiştir. Araştırmanın çalışma grubunu kartopu örnekleme yöntemiyle seçilen ve Gaziantep şehir merkezinde yaşayan 10 Türk ebeveyn ve 10 Suriyeli mülteci ebeveyn olmak üzere toplam 20 ebeveyn oluşturmuştur. Araştırmanın sonucunda Türk uyruklu ve Suriye uyruklu ebeveynlerin beklentilerinin bazı noktalarda örtüştüğü görülürken, bazı durumlarda ise ayrıştığı tespit edilmiştir. Ebeveynlerin öğretmenlerden beklentilerine bakıldığında Suriyeli mülteci ebeveynlerin daha çok dil ile ilgili; Türk ebeveynlerin ise daha çok öğretmenin duyuşsal özellikleri ile ilgili beklentilerinin olduğu sonucuna ulaşılmıştır.

The purpose of this study is to comparatively reveal what parents of both Syrian refugee and Turkish children in a multicultural educational environment expect from preschool teachers in the context of inclusive education. This study was designed as a phenomenology study from qualitative research designs. In this study, conducted using the interview technique, the views of Syrian refugee and Turkish parents with preschool-age children on their expectations from teachers in the context of inclusive education were examined. The study group consisted of 20 parents, 10 Turkish parents and 10 Syrian refugee parents living in Gaziantep city centre, selected by snowball sampling method. According to the results, it was determined that the expectations of Turkish and Syrian parents overlapped in some points, while in some cases they diverged. When the parents' expectations from the teachers were analyzed, it was concluded that Syrian refugee parents had expectations mainly related to language. In contrast, Turkish parents had expectations mostly related to the affective characteristics of the teacher.

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