Factors That Influence Teachers' Multicultural Teaching Practices

Soner Yıldırım; Erdoğan Tezci

doi:10.26466/opus.687625

EN TR

Factors That Influence Teachers' Multicultural Teaching Practices

Öz

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.

Anahtar Kelimeler

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

Öğretmenlerin Çok Kültürlü Eğitim Uygulamalarını Etkileyen Faktörler

Öz

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.

Anahtar Kelimeler

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

Kaynakça

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Ayrıntılar

Birincil Dil

İngilizce

Konular

Alan Eğitimleri

Bölüm

Araştırma Makalesi

Yazarlar

Soner Yıldırım ^*
0000-0003-4720-0045
Kosovo

Erdoğan Tezci Bu kişi benim
0000-0003-2055-0192
Türkiye

Yayımlanma Tarihi

31 Temmuz 2020

Gönderilme Tarihi

11 Şubat 2020

Kabul Tarihi

2 Temmuz 2020

Yayımlandığı Sayı

Yıl 2020 Cilt: 16 Sayı: 27

DOI

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

IZ

https://izlik.org/JA77ZH64RU

APA

Yıldırım, S., & Tezci, E. (2020). Factors That Influence Teachers’ Multicultural Teaching Practices. OPUS International Journal of Society Researches, 16(27), 13-47. https://doi.org/10.26466/opus.687625

AMA

1.Yıldırım S, Tezci E. Factors That Influence Teachers’ Multicultural Teaching Practices. opus. 2020;16(27):13-47. doi:10.26466/opus.687625

Chicago

Yıldırım, Soner, ve Erdoğan Tezci. 2020. “Factors That Influence Teachers’ Multicultural Teaching Practices”. OPUS International Journal of Society Researches 16 (27): 13-47. https://doi.org/10.26466/opus.687625.

EndNote

Yıldırım S, Tezci E (01 Temmuz 2020) Factors That Influence Teachers’ Multicultural Teaching Practices. OPUS International Journal of Society Researches 16 27 13–47.

IEEE

[1]S. Yıldırım ve E. Tezci, “Factors That Influence Teachers’ Multicultural Teaching Practices”, opus, c. 16, sy 27, ss. 13–47, Tem. 2020, doi: 10.26466/opus.687625.

ISNAD

Yıldırım, Soner - Tezci, Erdoğan. “Factors That Influence Teachers’ Multicultural Teaching Practices”. OPUS International Journal of Society Researches 16/27 (01 Temmuz 2020): 13-47. https://doi.org/10.26466/opus.687625.

JAMA

1.Yıldırım S, Tezci E. Factors That Influence Teachers’ Multicultural Teaching Practices. opus. 2020;16:13–47.

MLA

Yıldırım, Soner, ve Erdoğan Tezci. “Factors That Influence Teachers’ Multicultural Teaching Practices”. OPUS International Journal of Society Researches, c. 16, sy 27, Temmuz 2020, ss. 13-47, doi:10.26466/opus.687625.

Vancouver

1.Soner Yıldırım, Erdoğan Tezci. Factors That Influence Teachers’ Multicultural Teaching Practices. opus. 01 Temmuz 2020;16(27):13-47. doi:10.26466/opus.687625

Factors That Influence Teachers' Multicultural Teaching Practices

Factors That Influence Teachers' Multicultural Teaching Practices

Öz

Anahtar Kelimeler

Öğretmenlerin Çok Kültürlü Eğitim Uygulamalarını Etkileyen Faktörler

Öz

Anahtar Kelimeler

Kaynakça

Ayrıntılar

Birincil Dil

Konular

Bölüm

Yazarlar

Yayımlanma Tarihi

Gönderilme Tarihi

Kabul Tarihi

Yayımlandığı Sayı

DOI

IZ

Kaynak Göster

Cited By

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Multicultural Education in Türkiye: A Systematic Review

A Correlational Study on Multicultural and Egalitarian Beliefs of English Teachers