Negotiating cultural and academic expectations in a minority language school: the inclusive and exclusive effects of a principal’s vision

DiGiorgio, C.

doi:10.1080/13603120801950114

Cited by 2 publications

(1 citation statement)

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“…Ülkemizde kapsayıcı eğitim ile ilgili yapılan araştırmalarda, öğretmenlerin kapsayıcı eğitime yönelik olumsuz tutum içerisinde olduğu ve bunun sebebinin ise bilgi eksikliğinden kaynaklandığı (Artan ve Uyanık-Balat, 2003;Demir ve Açar, 2010;Rakap ve Kaczmarek, 2010;Saraç ve Çolak, 2012), lisans eğitiminde kapsayıcı eğitimine yönelik alınan derslerin öğretmen adayları üzerinde olumlu bir etki yarattığı (Altıntaş ve Şengül, 2014;Orel, Zerel ve Töret, 2004) tespit edilmiştir. Kapsayıcı eğitim ile ilgili yapılan araştırmalar öğretmen yeterlikleri ve tutumlarının kapsayıcı eğitimin başarısında etkili olabileceği ortaya koymaktadır (Cant, 1994;Digiorgio, 2008;Haskell, 2000;Hammond & Ingalls, 2003;Leatherman, 2007;Narkun, 2019;Whiting & Young, 1995). Ayrıca öğretmenlerin kültürel ve ırksal farklılıkları tanıyarak öğrencileri kendi önyargılarının farkına varmaya teşvik etmede oynadıkları rolün daha da önem kazandığı vurgulanmaktadır .…”

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Temel Eği̇ti̇m Öğretmenleri̇ni̇n Kapsayici Eği̇ti̇m Özyeterli̇kleri̇ni̇n Yordayicisi Olarak Eleşti̇rel Çokkültürlü Eği̇ti̇m Özyeterli̇kleri̇

Soydan¹,

SOYDAN²,

Saltalı³

2022

ASOS

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As a result of the historical, cultural and sociological changes experienced around the world, school systems have contained students who differ from each other in many different ways. It is important to adopt an inclusive education approach in the creation of school systems by which incorporate into each a student as learner despite their background, disability or other personal characteristics. Teachers play an important role in this process. From this point of view, it is aimed to examine the predictive status inclusive education self-efficacy of primary education teachers by critical multicultural education self-efficacy. 315 primary education level teachers (preschool teachers and elementary school teachers) working in Erzurum province participated in the research. The teacher inclusive education self-efficacy scale was used to determine the inclusive education self-efficacy of teachers. Also, critical multicultural education teacher competency scale was used to determine critical multicultural education self-efficacy. As a result of the research, it was determined that the multicultural education skill self-efficacy of the primary education teachers predicted the importance of making the right planning in inclusive education and also the necessity of taking responsibility in inclusive education. The anxiety levels of preschool teachers about personal equipment in inclusive education were found to be significantly higher in elementary school teachers. It has been determined that the type of disadvantage experienced by teachers has created a significant change on inclusive education self-efficacy and critical multicultural education teacher self-efficacy.

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