A qualitative case study of multicultural education in Turkey
Başlık çevirisi mevcut değil.
- Tez No: 508147
- Danışmanlar: Dr. SERAFIN M. CORONEL-MOLINA
- Tez Türü: Doktora
- Konular: Eğitim ve Öğretim, Education and Training
- Anahtar Kelimeler: Belirtilmemiş.
- Yıl: 2017
- Dil: İngilizce
- Üniversite: Indıana Unıversıty
- Enstitü: Yurtdışı Enstitü
- Ana Bilim Dalı: Belirtilmemiş.
- Bilim Dalı: Belirtilmemiş.
- Sayfa Sayısı: Belirtilmemiş.
Özet
Özet yok.
Özet (Çeviri)
The Republic of Turkey became more diverse than ever in its history. Multiculturalism and multicultural education, as part of Turkey's globalization efforts, may be the most appropriate approach for the Turkish educational system to form a synthesis of cultures and to help diverse groups build an interactive dialog with others regardless of local, national, transnational or international status (Cirik, 2008). Although some research recommended that new educational concepts, projects, programs teacher education models, instructional materials and new techniques related to education should be developed to address the needs of these diverse groups of people, a few university professors offer courses related to the foundations of multicultural education and dimensions of multicultural education in teacher education programs in Turkey. This qualitative case study aimed to examine Turkish teachers' and teacher candidates' views on and perceptions of multiculturalism and multicultural education in the Turkish context. For this study, data were gathered and investigated the perceptions and results of a stand-alone graduate course referred to as MULT-500 Multicultural Education and its effects on teachers' and teacher candidates' thoughts, beliefs, understandings, and perceptions. This course is offered at an institution located in the Marmara Region. When referring to this university, the pseudonym Alpha University was used. Through the research, ideas, opinions and beliefs held by teachers and teacher candidates with regard to multiculturalism and multicultural education, and if and how multicultural education might be useful in the Turkish context were explored. The data were collected from semi-structured interviews, written documents, focus group interview, classroom observation and fieldnotes. According to the findings, all study participants had an idea of what multiculturalism and multicultural education were before the course. During the course, they improved upon and enhanced their understandings and thoughts; however, they still need to extend their perspectives so as to more fully understand what those concepts mean. In addition, the results of the study indicated that some of the study participants' expectations of this course were satisfactorily met, but it is worth noting that not all of their expectations were met.
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