In this research, pedagogical formation students' attitudes toward multicultural education were analyzed according to various variables. Totally 156 pedagogical formation students from Çankırı Karatekin University participated in the study. To gather data, 'The Attitude Scale toward Multicultural Education for Teacher Candidates-ASIMETC' was used. To analyze the data, various statistical techniques including percentage, frequency, arithmetical mean, standard deviation, t-test and Kruskall Wallis H test were used. Findings indicated that participants' attitudes toward multicultural education are relatively positive. It was also seen that participants' attitudes toward multicultural education did not differ according to ages and faculties. However, it was revealed that multicultural attitudes of the participants graduated from social sciences departments in the universities were significantly higher than the ones in sciences departments. The findings have also shown that the female participants have more positive attitudes toward multicultural education than the males. As a result, it was concluded that participants have positive attitudes toward multicultural education.
In recent years educational organizations have begun to be administered by more sharing, participation and democratic principles. The school-based management approach accelerated during the decentralization period in education is also seen as a cause for spread of leadership throughout the school. This trend is reflected in the educational leadership literature, which began to describe as distributed leadership (DL), the process/approach of spreading leadership organization-wide. However, the extent to which leadership in educational organizations is distributed cannot be easily delineated, particularly in countries such as Turkey where the system was established and managed centrally. Yet, DL attracts researchers’ attention in terms of the organizational behaviours. It ascribes to teachers, such as their commitment and associated psychological contracts (PCs). In this study of Turkish schools that are centrally organized, we consider the relationship between DL and teachers’ perceptions of their PC levels. As the research variables are multilevel, the data collected from 466 teachers working in 34 different schools were analysed by hierarchical linear modelling. The analyses indicated that the distribution of leadership among school managers was a significant predictor of the PCs of the teachers. However, the observed variance in the PC was determined to be explained by the service periods of teachers.
Several recent studies have shown that some organization members may display purposeful destructive behaviors towards the organization or other members of it. Defined as counterproductive work behaviors (CPWB), these deviant behaviors are thought to be triggered by psychological contract (PC) breaches among others. However, there is a gap in the literature about the reflections of the relationships between these two variables in educational organizations. Therefore, this study examined the relationship between PC and CPWB according to the views of teachers working at Turkish public high schools. Participants were 452 teachers from 34 public high schools in the districts of Ankara. They were asked to respond to the 'Psychological Contract Scale' and 'Counterproductive Work Behaviors Scale'. The data were analyzed through descriptive statistics as well as multivariate statistics such as Pearson correlation and canonical coefficient analyses. The results showed that Turkish public school teachers' PC perceptions were at a moderate level and CPWB sometimes occurred. Correlation analysis revealed low but significant relationships between the sub-dimensions of PC and CPWB. At the same time, the 'relational' and 'operational' sub dimensions of PC was observed to account for merely 2% of the variation in CPWB.
The aim of this research is to determine the views of history teacher candidates towards an oral history project carried out in the Special Teaching Method Course of the history pedagogy program of the Fatih Faculty of Education (FFE) at Karadeniz Technical University in Turkey. An open-ended questionnaire and semi-structured interview were the main data collection tools of this study based on a qualitative approach. 86 history teacher candidates in the pedagogy program filled out the questionnaire and 20 of them participated in interviews. In light of the gathered data it seems that teacher candidates gained basic knowledge and skills in how to conduct oral history in history education. Besides this, they also recognized that oral history is one of the important approaches to supporting active learning in history lessons, and that this approach could make history lessons interesting and enjoyable.
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