ÖZ. Bu araştırmanın amacı öğretmen adaylarının, çokkültürlü eğitim tutumları ile epistemolojik inançları arasındaki ilişkisinin incelenmesidir. İlişkisel araştırma deseninde nicel çalışmanın örnekleminde, kolay ulaşılabilir amaçlı örneklem yöntemi tercih edilmiştir. Araştırmanın katılımcılarını, Marmara bölgesinde bir devlet üniversitesi eğitim fakültesinde öğrenim gören 162 öğretmen adayları oluşturmaktadır. Veri toplama aracı olarak "Öğretmenlerin Çokkültürlü Tutum Ölçeği" ve "Epistemolojik İnanç Ölçeği" kullanılmıştır. Verilerin analizinde SPSS.20 paket programı kullanılmıştır. Araştırmadan elde edilen bulgulara göre öğretmen adaylarının çokkültürlü eğitime yönelik tutum puanları arttıkça bilginin yapılandırılmasına olan inançlarının artığı gözlemlenmiştir. Anahtar Kelimeler. Çokkültürlülük, Çokkültürlü Eğitim, Epistemolojik İnanç, Tutum ABSTRACT. The purpose of the study was to investigate the relationship between prospective teachers' attitudes toward multicultural education and epistemological beliefs. This study employed a correlational research design. The convenience sampling technique was chosen for this study. The participants of this study were 162 prospective teachers that studying at the college of education at one of the highest prestige state universities that located in Marmara region. "Teachers' Attitudes toward Multicultural Education" scale and "Epistemological Beliefs" scale were used to collect data. The data were analyzed using SPSS.20 packet program. The findings demonstrated that as prospective teachers' scores obtained from attitudes toward multicultural education increased based on their beliefs regarding construction of knowledge.
The aim of this study is to determine the view of primary school teachers and pre-service primary teachers on European Union citizenship. This study is a descriptive and qualitative research. The data of the research was collected from 25 primary school teachers in the city center of Kırşehir and 33 pre-service primary teachers studying in Ahi Evran University, Faculty of Education, Department of Primary Education. As the data collection tool, Interview Form was used. The data collected from teachers and preservice teachers were ranged and compared according to their values of frequency and percent by classifying under themes. At the end of the research, it was understood that primary school teachers and preservice primary teachers saw EU as an interest group and EU citizens as individuals living for their interests. Also they thought that EU citizens live well. On the other hand, according to primary school teachers and preservice primary teachers EU citizens thought that Turkey and Turkish citizens were underdeveloped and threat and carried an opposing culture. Besides, primary school teachers thought that full membership in EU would do more harm than good for Turkey, while preservice primary teachers thought full membership of Turkey in EU would be more positive beside its negativeness.
The aim of this study is to determine the view of primary school teachers and pre-service primary teachers on European Union citizenship. This study is a descriptive and quantitative research in survey methodology. The data of the research was collected from 207 primary school teachers teaching in 22 primary school in the city center of Kırşehir and 282 pre-service primary teachers studying in Department of Primary Education, Faculty of Education, Ahi Evran University, As the data collection tool, two different Personal Information Forms for teachers and pre-service teachers and View on European Union (EU) Citizenship Questionnaire were used. Arithmetic Mean ( ), standard deviation (sd), independent samples t-test, factor analysis, analysis of variance (ANOVA) and Scheffe test were applied to the data collected from teachers and pre-service teachers. At the end of the research, it was found that in comparison to pre-service primary teachers, primary school teachers evaluated EU citizenships as more active citizens. Also, it was determined that both primary school teachers and preservice primary teachers were indecisive about whether or not EU citizens included socio-cultural negativity. Besides, it was seen that both primary school teachers and pre-service primary teachers thought that EU citizens were individually developed in terms of economy and they had awareness in point of rights and responsibilities.
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