Sınıf ve Okul Öncesi Öğretmen Adaylarının Çokkültürlü Eğitime Yönelik Tutumları ile Kültürlerarası Duyarlılıkları Arasındaki İlişki: Uludağ Üniversitesi Örneği

Sezer, Gönül Onur

doi:10.17860/mersinefd.336742

Cited by 12 publications

(8 citation statements)

References 10 publications

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“…Polat and Kılıç (2013) and Acar-Çiftçi (2015) stated that the science teachers' perceptions of multicultural competence differ from those of teachers in other fields. Moreover, contrary to the results of this study, there are studies stating that the prospective teachers' attitudes towards multicultural education and their intercultural sensitivity levels do not differ according to the field of education they have studied (Onur-Sezer & Bağçeli-Kahraman, 2017).…”

Section: Discussioncontrasting

confidence: 99%

“…There are studies stating that teachers' views affected by the geographical region they grew up (Başarır, 2012;Polat, 2013), the city or region where the undergraduate education took place (Polat, 2013), the ethnic origins of the teachers, the place of residence (city center, district, village) (Bulut & Başbay, 2015), the mother language (Acar-Çiftçi, 2015; Kaya, 2013), political views (Polat, 2013) etc. However, there are also studies in the field that indicate that teacher candidates' attitudes towards multicultural education and their intercultural sensitivity levels do not make a significant difference according to the place of residence (Onur-Sezer & Bağçeli-Kahraman, 2017).…”

Section: Discussionmentioning

confidence: 99%

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Culturally Relevant/Responsive Education: What do teachers think in Turkey?

Kotluk¹,

Kocakaya

2018

J Ethn Cult Stud

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The aim of this study is to survey teachers' views about culturally relevant/responsive education (CRE), in Turkey in terms of some variables. The study was designed as a descriptive survey model. The data were collected by means of a scale, Culturally Relevant Education View Scale (CREVS), developed by the researchers. The scale applied to 1302 teachers who were selected with random-stratified sampling and working currently in Van, Diyarbakır, Konya, Antalya, İzmir, İstanbul, and Trabzon provinces. Descriptive statistics and non-parametric tests were used in the analysis of the data. The results clearly indicated that teachers' views are positive though they have some doubts about CRE. For example, some teachers think that taking into account the different cultural values of the students can negatively affect the educational process (53%) while the vast majority of teachers believe that different cultural values should be supported (87%) and be taken into consideration (85%) in the classroom environment, and so, it is possible to affect teaching-learning process positively (%89). In addition, the teachers' views differ significantly according to factors such as gender, the number of cities they have worked, the geographical area where they grew up, the graduation programs, branches, the level of family socioeconomic status, the experiences related to diversity/multicultural education and the province/city they teach currently. We offer it is important to make CRE a central part of teacher education, both during initial preparation and during professional development.

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Section: Discussioncontrasting

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Culturally Relevant/Responsive Education: What do teachers think in Turkey?

Kotluk¹,

Kocakaya

2018

J Ethn Cult Stud

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“…However, nowadays there are researches that show that cultural sensitivity is not related to gender (Üstün, 2011;Polat & Barka, 2014;Yılmaz & Göçen, 2013). On the other hand, there are researches that show that the cultural sensitivities of the teachers do not differ according to the education level (Tortop, 2014;Onur Sezer & Bağçeli Kahraman, 2017). This result can be thought to be the effect of the teachers' education faculties on similar programs.…”

Section: Conclusion and Discussionmentioning

confidence: 99%

“…There are various researches aiming at the importance of cultural sensitivity in education (Üstün, 2011;Yılmaz & Göçen, 2013;Rengi, 2014;Rengi & Polat;, Öksüz & Baba Öztürk, 2016Demir & Üstün, 2017;Onur Sezer & Bağçeli Kahraman, 2017) Yılmaz & Göçen (2013) investigated the intercultural sensitivities of primary school teacher candidates according to demographic variables. According to the results of the study, while the intercultural sensitivity levels of teacher candidates showed a significant difference in terms of education type variable, they did not show any significant difference in terms of gender, class level and placement unit variables.…”

Section: Introductionmentioning

confidence: 99%

“…Teacher locus of controls examined in terms of variables like self-esteem (Pişkin, 1996;Onur, 2003); goal orientation, academic achievement (Buluş, 2011); burnout level (Tümkaya, 2000;Sürgen, 2014); thinking styles (Başol & Türkoğlu, 2009); organizational trust perception (Soycan Ertürk, 2012) and some demographic variables (Yılmaz & Göçen, 2013). Intercultural sensitivity levels are examined in terms of variables like ethnocentrism (Üstün, 2011;Demir & Üstün, 2017); conflict action styles (Öksüz & Baba Öztürk, 2016); attitudes towards multicultural education (Onur Sezer & Bağçeli Kahraman, 2017) and perceptions of cultural differences (Rengi, 2014;Rengi & Polat, 2014).…”

Section: Introductionmentioning

confidence: 99%

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Investigation of Teachers’ Self-Efficacy Beliefs, Locus of Control and Intercultural Sensitivities from the Perspective of Individual Differences

Akça¹,

Ulutas²,

Yabanci³

2018

JEL

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The purpose of this study is to examine the correlation between Teachers' Self-efficacy beliefs, locus of control and intercultural sensitivities and to analyze these variables based on various demographic variables. The data of the study were collected through teachers’ locus of control scale developed by Sadowski, Taylor, Woodward, Peacher, & Martin (1982) adopted into Turkish by Buluş (2011), teachers’ self-efficacy beliefs scale developed by Dellinger, Bobbett, Olivier, & Ellet (2008) adopted into Turkish by Taşkın & Hacıömeroglu (2010) and Intercultural Sensitivity scale developed by Chen & Starosta (2000) adopted into Turkish by Bulduk, Tosun, & Ardıç (2011). The research is a descriptive study in relational screening model. 237 volunteer teachers who worked in different schools all of which are in the city of Bursa participated in the research. According to the results of the research, the self-efficacy beliefs of the teachers participating in the research differ significantly from the variables studied in the scope of the research according to the branch and seniority variables. The intercultural sensitivity of the teachers differed significantly only according to the seniority variable. It has been determined that the level of locus of control of teachers is not significantly different from the variables studied in the scope of the research. It was determined that there was a statistically significant relationship between teachers’ self-efficacy beliefs; intercultural sensitivity and locus of control levels. It was also found that self-efficacy beliefs and intercultural sensitivity variables together account for 30% of change in locus of control.

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The Examination of Students’ Views on Intercultural Sensitivity and Cultural Intelligence

Abasli

Polat²

2019

Anemon Muş Alparslan Üniversitesi Sosyal Bilimler Dergisi

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Öğrencilerin kültürlerarası duyarlılık ve kültürel zekâya ilişkin görüşlerinin incelendiği bu araştırma Ankara'daki üç devlet üniversitesinde eğitim gören 337 Türk ve yabancı öğrencinin katılımıyla gerçekleştirilmiştir. Araştırmada nicel araştırma desenlerinden ilişkisel tarama yöntemi kullanılmış ve veri toplama aracı olarak Sülü-Küllü (2014) tarafından Türkçeye uyarlaması gerçekleştirilen "Kültürlerarası Duyarlılık Ölçeği" ve İlhan ve Çetin (2014) tarafından Türkçeye uyarlanan "Kültürel Zekâ" ölçeğinden yararlanılmıştır. Araştırma sonucunda, Türk ve yabancı öğrencilerin kültürlerarası duyarlılık puan ortalamasının orta, kültürel zekâ puan ortalamasının yüksek olduğu, öğrencilerin kültürlerarası duyarlılık ve kültürel zekâ algı düzeylerinin yaş, eğitim durumu ve öğrencinin uyruğuna göre farklılaşmadığı, cinsiyete göre ise farklılıkların olduğu görülmüştür. Ayrıca, araştırmada değişkenler arasında anlamlı bir ilişkinin olduğu, kültürlerarası duyarlılığın kültürel zekânın anlamlı bir yordayıcısı olduğu saptanmıştır.

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Sınıf ve Okul Öncesi Öğretmen Adaylarının Çokkültürlü Eğitime Yönelik Tutumları ile Kültürlerarası Duyarlılıkları Arasındaki İlişki: Uludağ Üniversitesi Örneği

Cited by 12 publications

References 10 publications

Culturally Relevant/Responsive Education: What do teachers think in Turkey?

Culturally Relevant/Responsive Education: What do teachers think in Turkey?

Investigation of Teachers’ Self-Efficacy Beliefs, Locus of Control and Intercultural Sensitivities from the Perspective of Individual Differences

The Examination of Students’ Views on Intercultural Sensitivity and Cultural Intelligence

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