Araştırma Makalesi
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Factors That Influence Teachers' Multicultural Teaching Practices

Yıl 2020, Cilt: 16 Sayı: 27, 13 - 47, 31.07.2020
https://doi.org/10.26466/opus.687625

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.

Kaynakça

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Öğretmenlerin Çok Kültürlü Eğitim Uygulamalarını Etkileyen Faktörler

Yıl 2020, Cilt: 16 Sayı: 27, 13 - 47, 31.07.2020
https://doi.org/10.26466/opus.687625

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.

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  • Stein, M. K., and Wang, M. C. (1988). Teacher development and school improvement: The process of teacher change. Teaching and Teacher Education, 4, 171–187.
  • Sütçü, M. A. (1997). Din kültürü ve ahlak bilgisi öğretmenlerinin öğretmenlik tutumları [Teachers' attitudes towards religious culture and ethics teachers]. Unpublished Master's Thesis. Gazi University Institute of Educational Sciences /Yayınlanmamış Yüksek Lisans Tezi. Gazi Üniversitesi Eğitim Bilimleri Enstitüsü, Ankara.
  • Swackhamer, L. E., Koellner, K., Basile, C., and Kimbrough, D. (2009). Increasing the self-efficacy of inservice teachers through content knowledge. Teacher Education Quarterly, 36(2), 63-78.
  • Tabachnick, B. G. and Fidell, L. S. (2007). Using multivariate statistics (5th ed.). New York: Allyn and Bacon.
  • Tekinalp, Ş. (2005). Küreselleşen dünyanın bunalımı: Çokkültürlülük [Crisis of the globalizing world: Multiculturalism]. Journal of İstanbul Kültür University, 1, 75-87.
  • Toprak, G. (2008). Öğretmenlerin çokkültürlü tutum ölçeği’nin (teacher multicultural attitude survey) güvenirlik ve geçerlik çalışması [The reliability and validity study of the teacher's multicultural attitude survey]. Unpublished Master's Thesis, Gaziosmanpasa University Institute of Social Sciences/Yayınlanmamış Yüksek Lisans Tezi, Gaziosmanpasa Üniversitesi Sosyal Bilimler Enstitüsü, Tokat.
  • Tschannen-Moran, M. and Woolfolk-Hoy, A. (2001). Teacher efficacy: Capturing an elusive construct. Teaching and Teacher Education, 17, 783–805.
  • Ülgen, G. (1995). Eğitim psikolojisi: Birey ve öğrenme [Educational psychology: Individual and learning]. Ankara: Science Publications /Bilim Yayınları.
  • Ünlü, İ. and Örten, H. (2013). Öğretmen adaylarının çokkültürlülük ve çokkültürlü eğitime yönelik algılarının incelenmesi [Examination of prospective teachers' perceptions of multiculturalism and multicultural education]. Dicle University Journal of Ziya Gökalp Education Faculty/Dicle Üniversitesi Ziya Gökalp Eğitim Fakültesi Dergisi, 21, 287-302.
  • Valentiin, S. (2006). Addressing diversity in teacher education programs. Education, 127(2), 196-202.
  • Villages, A. M. and Lucas, T. (2002). Preparing culturally responsive teachers: Rethinking the curriculum. Journal of Teacher Education, 53, 20-32.
  • Wade, R. C. (1995). Developing active citizens: Community service learning in social studies teacher education. Social Studies, 86(3), 122-128.
  • Wang, L. H. (2004). Kindergarten teacher‘s attitudes toward multicultural education in Taiwan. Unpublished Doctoral Disertation. The Pennsylvania State University, USA.
  • Wenner, G. (1993). Relationship between science knowledge levels and beliefs toward science instruction held by preservice elementary teachers. Journal of Science Education and Technology, 2(3), 461-468.
  • Wilkins, J. L. (2008). The relationship among elementary teachers’ content knowledge, attitudes, beliefs, and practices. Journal of Mathematics Teacher Education, 11(2), 139- 164.
  • Woolfolk, H. (2000). Changes in teacher efficacy during the early years of teaching. New Orleans, LA: American Educational Research Association.
  • Wright, S. (1921). Correlation and causation. Journal of Agricultural Research, 20, 557- 585.
  • Wright, S. (1934). The method of path coefficients. Annals of Mathematical Statistics, 5, 161-215.
  • Yazıcı, S., Başol, G. and Toprak, G. (2009). Öğretmenlerin çokkültürlü eğitim tutumları: Bir güvenirlik ve geçerlik çalışması [Teachers' multicultural education attitudes: A reliability and validity study]. Hacettepe University Journal of Education, 37, 229-242.
  • Yeşilyurt, E., Ulaş, A. H., and Akan, D. (2016). Teacher self-efficacy, academic self-efficacy, and computer self-efficacy as predictors of attitude toward applying computer-supported education. Computers in Human Behavior, 64, 591-601.
  • Yildirim, S., and Tezci, E. (2016). Teachers' attitudes, beliefs and self-efficacy about multicultural education: A scale development. Universal Journal of Educational Research, 4(n12A), 196-204.
  • Yildirim, S., and Tezci, E. (2017). Öğretmenlerin çokkültürlü eğitime yönelik kavramsal bilgileri, bilgi düzeyleri ve sinif içi uygulamalari: Bir ölçek geliştirme [Teachers' conceptual knowledge, knowledge levels and in-class applications for multicultural education: Developing a scale]. Electronic Turkish Studies, 12(18), 719-736.
  • Yılmaz, K. and Tosun, M. F. (2013). Öğretmenlerin eğitim inançları ile öğretmen öğrenci ilişkilerine yönelik görüşleri arasındaki ilişki [The relationship between teachers' educational beliefs and their views on teacher-student relationships]. Journal of Research in Education and Teaching, 2(4), 205-218.
  • Yılmaz, M., Köseoğlu, P., Gerçek, C. and Soran, H. (2004). Yabancı dilde hazırlanan bir öğretmen özyeterlik ölçeğinin Türkçe’ye uyarlanması [Adaptation of a self-efficacy scale prepared by a teacher in a foreign language to Turkish]. Hacettepe University Journal of Education, 27, 260-267
  • Youngdan, C. and Hi-Won, Y. (2010). Korea's İnitiatives in Multicultural Education: Suggesting Reflective Socialization. Valid Date: 12.07.2016: https://journals.openedition.org/ries/3897
Toplam 136 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Konular Alan Eğitimleri
Bölüm Makaleler
Yazarlar

Soner Yıldırım 0000-0003-4720-0045

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

Yayımlanma Tarihi 31 Temmuz 2020
Kabul Tarihi 2 Temmuz 2020
Yayımlandığı Sayı Yıl 2020 Cilt: 16 Sayı: 27

Kaynak Göster

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