-

Öz

The purpose of this study is to adapt the Turkish version of Teacher's Cultural Beliefs Scale (OCDS) that is developed by Hachfeld et al (2011) that determines the cultural beliefs of teacher candidates, to determine physical education teachers' cultural beliefs and to compare physical education teacher candidates and other teacher candidates in terms of cultural beliefs and in addition, to examine cultural beliefs in terms of gender and grade variables in education. The research group consists of 330 teacher candidates in total that are educated at the faculty of physical education and training. As a data collection tool, OCDC and personal information form were used. In the analysis of research data, t-test and one way analysis of variance technique were used in order to determine the difference between descriptive statistics and dependent and independent variables. While there is not encountered significant difference (p>05) between arithmetic averages that are in attitude levels for cultural beliefs in terms of grade variables (p>.05), there is a significant differences in belief subscale and total scale for egalitarianism according to gender (p<.05). Besides, there are significant differences determined in attitudes towards cultural beliefs of teacher candidates of physical education and training faculties in terms of department variables (p<.05). Consequently, it was seen that the beliefs about multiculturalism and egalitarianism of physical education teacher candidates and other teacher candidates have been positive and as well as this, it was determined that other teacher candidates were at a higher level according to physical education teacher candidates

Anahtar Kelimeler

• Cultural beliefs, multicultural education, egalitarianism, physical education, teacher candidate

Investigation of cultural beliefs of physical education teacher candidates with faculty of education

Öz

The purpose of this study is to adapt the Turkish version of Teacher's Cultural Beliefs Scale (OCDS) that is developed by Hachfeld et al (2011) that determines the cultural beliefs of teacher candidates, to determine physical education teachers' cultural beliefs and to compare physical education teacher candidates and other teacher candidates in terms of cultural beliefs and in addition, to examine cultural beliefs in terms of gender and grade variables in education. The research group consists of 330 teacher candidates in total that are educated at the faculty of physical education and training. As a data collection tool, OCDC and personal information form were used. In the analysis of research data, t-test and one way analysis of variance technique were used in order to determine the difference between descriptive statistics and dependent and independent variables. While there is not encountered significant difference (p>05) between arithmetic averages that are in attitude levels for cultural beliefs in terms of grade variables (p>.05), there is a significant differences in belief subscale and total scale for egalitarianism according to gender (p<.05). Besides, there are significant differences determined in attitudes towards cultural beliefs of teacher candidates of physical education and training faculties in terms of department variables (p<.05). Consequently, it was seen that the beliefs about multiculturalism and egalitarianism of physical education teacher candidates and other teacher candidates have been positive and as well as this, it was determined that other teacher candidates were at a higher level according to physical education teacher candidates. 

Anahtar Kelimeler

• Cultural beliefs, multicultural education, egalitarianism, physical education, teacher candidate.

Kaynakça

1. Aksoy N, Aksoy HH. Sınıf öğretmenliği öğrencilerinin insan farklılıklarına ilişkin değişimine ilişkin karsılaştırmalı bir inceleme: Ankara ve Gazi Üniversiteleri örneği". 16. Ulusal Eğitim Bilimleri Kongresi, 5-7 Eylül, 2007, Gazi Osman Pasa Üniversitesi, Tokat. eğitim sürecindeki
2. Banks JA, Banks CAM. Multicultural education: Issues and perspectives. Boston: Allyn and Bacon, 1993.
3. Başbay A, Bektaş Y. Çokkültürlülük bağlamında öğretim ortamı ve öğretmen yeterlilikleri. Eğitim ve Bilim, 2009; 34(152): 30-43.
4. Başbay A, Kağnıcı D Y. Çokkültürlü yeterlik algıları ölçeği: bir ölçek geliştirme çalışması. Education and Science, 2011; 36(161): 199-212.
5. Canatan K. Hollanda’da çokkültürlü toplum tartışmaları ve karşı-çokkültürcü söylemin analizi. Avrupa Günlüğü, 2002; 2: 317-332.
6. Choi W, Chepyator-Thomson R. Multiculturalism in teaching physical education: a review of us based literature. ICHPER-- SD Journal of Research in Health, Physical Education, Recreation, Sport & Dance, 2011; 6(2): 14-20.
7. Cırık İ. Çok kültürlü eğitim ve yansımaları. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 2008; 34: 27-40.
8. Cronbach LJ. Coefficient alpha and the internal structure of tests. Psychometrika, 1951; 16: 297-334.

9. Çekin H. Çokkültürlülük ve din öğretimi: din kültürü ve ahlak bilgisi öğretmenlerinin çokkültürlü eğitime ilişkin tutumları çerçevesinde bir analiz. International Periodical For The Languages, Literature and History of Turkish or Turkic, 2013; 8(12): 241-248.
10. Çelik H. Çokkültürlülük ve Türkiye’deki görünümü. Uludağ Üniversitesi Fen Edebiyat Fakültesi Sosyal Bilimler Dergisi, 2008; 9(15): 319-332.
11. Çoban AE, Karaman NG, Doğan T. Öğretmen adaylarının kültürel demografik değişkenlere göre incelenmesi. Abant İzzet Baysal Üniversitesi Dergisi, 2010; 10(1): 125-131. çeşitli
12. Demir S. Çokkültürlü eğitimin erciyes üniversitesi öğretim elemanları için önem derecesi. International Periodical For The Languages, Literature and History of Turkish or Turkic, 2012; 4(7): 1453-1475.
13. Flory SB, Mccaughtry N. Culturally relevant physical education in urban schools: Reflecting cultural knowledge. Research Quarterly for Exercise and Sport, 2011; 82(1): 49-60.
14. Furman GC, Shields, CM. How can educational leaders promote and support social justice and democratic community in schools? Paper presented at Annual Meeting of the American Educational Research Association, Chicago, USA, 2003.
15. Gezi K. Issues in multicultural education. ERO: Educaitonal Research Quarterly, 1981; 6: 1-14.
16. Güvenç B. İnsan ve kültür. İstanbul: Remzi Kitapevi, 1999.
17. Hachfeld A, Hahn A, Schroeder S, Anders Y, Stanat P, Kunter M. Assessing teachers’ multicultural and egalitarian beliefs: The teacher culturalbeliefs scale. Teacher and Teacher Education, 2011; 27: 986-996.
18. Koç Damgacı F, Aydın H. Türkiye’deki eğitim fakültelerinde görev yapan akademisyenlerin çokkültürlü eğitime ilişkin görüşleri. Dicle Üniversitesi Ziya Gökalp Eğitim Fakültesi Dergisi, 2013; 21: 314-331
19. MacCallum RC, Widaman KF, Zhang S, Hong S. Samlpe size in factor analysis. Psychological Methods, 1999; 4(1): 84-99.
20. Neuharth-PrŞtchett S, ReŞff JC, Ve Pearson CA. (2001). Through the Eyes of Preservice Teachers: Implications for the Multicultural. Journal of Research in Childhood Education, 2001; 15(2): 256-269.
21. Parker CW. Education for democracy. Connecticut: Information Age Publishing, 2002.
22. Peretz MB, Pardo LP, Ward ET, German TA. Öğretmen eğitimindeki küresel ve yerel unsurlar arasındaki denge: tektiplilik veya çeşitlilik. Öğretmen Eğitimi ve Eğitimcileri Dergisi, 2012; 1(1): 7-34. 23. Polat M, Ceylan Y. Alman eğitim sisteminde çokkültürlülüğün izleri: Osnabrück Üniversitesi örneği. E Journal of New World Science Academy, 2012; 7(4): 1032- 1044.
23. Sümer N. Yapısal eşitlik modelleri: temel kavramlar ve örnek uygulamalar. Türk Psikoloji Yazıları, 2000; 3(6): 49-74.
24. Stanley LS. The development and validation of an instrument to ases attitudes toward cultural diversity and pluralism among preservice physical educators. Educational and Psychological Measurement, 1996; 56(5): 891-897.
25. Şimşek ÖF. Yapısal eşitlik modellemesine giriş (Temel İlkeler ve LISREL Uygulamaları). Ankara: Remzi Kitabevi, 2007.
26. Tatar HC. Sürgünler mekanı dünya: Göç, çokkültürlülük ve ötekileştirme. e-Journal of New World Sciences Academy, 2013; 8(1): 72-81.
27. Tekinalp Ş. Küreselleşen dünyanın bunalımı: Çokkültürlülük. Journal of Istanbul Kultur University, 2005; 1: 75-87.
28. Tucker CM, Porter T, Reinke WM, Herman KC, Ivery PD, Mack CE, Jackson ES. Promoting teacher efficacy for working with culturally diverse students. Preventing School Failure: Alternative Education for Children and Youth, 2010; 50(1): 29- 34.
29. Ünlü İ, Örten H. Öğretmen adaylarının çokkültürlülük ve çokkültürlü eğitime yönelik algılarının incelenmesi. Dicle Üniversitesi Ziya Gökalp Eğitim Fakültesi Dergisi, 2013; 21: 287-302
30. Yakışır AN. Modern bir olgu olarak çokkültürlülük. Yüksek Lisans Tezi, Selçuk Üniversitesi Sosyal Bilimler Enstitüsü, Konya, 2009.
31. Yazıcı S, Başol G, Toprak G. Öğretmenlerin çokkültürlü eğitim tutumları: bir güvenirlik ve geçerlik çalışması. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 2009; 37: 229- 242.
32. Zeichner KM. NCRLT Special report: Educating teachers for cultural diversity. National Center for Research on Teacher Learning, 1992.