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Çokkültürlü Eğitim İçin Öğretmen Yeterlikleri

Year 2023, Volume: 7 Issue: 3, 139 - 151, 30.11.2023

Abstract

Son yıllarda giderek artış gösteren düzenli ve düzensiz göç hareketleri sonucu Türkiye’de dâhil olmak üzere birçok ülkenin demografisinde değişimler yaşanmaktadır. Sınıflarda farklı kültürlerden gelen çocukların sayısının artması, çokkültürlü eğitim tartışmalarını da beraberinde getirmiştir. Çokkültürlü eğitim dünya genelinde eğitim politikalarında yer almaya ve giderek önem kazanmaya başlamıştır. Bir reform hareketi olan çokkültürlü eğitim, farklı sosyal sınıf, kültür, din, etnik grup ve milliyetten gelen her çocuk için eşit eğitim fırsatı sağlayabilmek amacıyla eğitim programlarını ve eğitim sistemlerini yeniden yapılandırmayı amaçlamaktadır. Çokkültürlü eğitim, bu konuda yeterliğe sahip öğretmenlerle mümkündür. Buradan hareketle çalışmanın amacı, ulusal ve uluslararası alan yazından çokkültürlü öğretmen yeterliklerini ortaya koymak ve öğretmen yetiştirme alanı için önerilerde bulunmaktır. Farklı kültürlere karşı tutumlar ve davranışlar erken çocukluk döneminde gelişmeye başladığından, tüm bu yeterliklere sahip çocuklar yetiştirilmesinde okul öncesi eğitim kademesinden itibaren öğretmenlere önemli roller düşmektedir. Bu noktada öğretmenin yeterlikleri ön plana çıkmaktadır. Çokkültürlü sınıflarda etkili bir öğrenme ortamı oluşturabilmesi için öğretmenin kendisinin de kültürel bir varlık olduğunu ve doğup büyüdüğü kültürden ne şekilde etkilendiğini fark etmesi, bu doğrultuda kendi davranışlarını düzenlemesi, sınıfındaki çocukların kültürleri hakkında bilgi sahibi olması, bu farklılıklara saygı göstermesi, bu farklılıkları birer fırsata çevirerek öğrenme ortamını zenginleştirmesi gerekir. Öğretmen eğitiminde çokkültürlü eğitime ilişkin konuların, derslerin, uygulamaların olması öğretmen adaylarının dikkatini konuya çekmek, bilgilerini ve deneyimlerini arttırmak açısından önemli fırsatlar sunacaktır. Öğretmenlerin çokkültürlülük ile ilgili algılarının, bilgilerinin ortaya konulması, konu ile ilgili hizmet içi eğitim programlarının hazırlanmasına rehberlik edebilecektir. Öğretmenlerin çokkültürlülüğü, yıl boyunca programın temel unsurlarından görüp, düzenli olarak ele almaları desteklenmelidir.

References

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  • Agirdag, O., Merry, M. S., & Van Houtte, M. (2016). Teachers’ understanding of multicultural education and the correlates of multicultural content integration in Flanders. Education and Urban Society, 48, 556–582.
  • Aragona-Young, E. & Sawyer, B. E. (2018) Elementary teachers’ beliefs about multicultural education practices, Teachers and Teaching, 24(5), 465-486.
  • Aslan, S. (2017). Sosyal bilgiler öğretmenlerinin çokkültürlü eğitim ile ilgili görüşlerinin incelenmesi. Ahi Evran Üniversitesi Kırşehir Eğitim Fakültesi Dergisi (KEFAD), 18(2), 213-253.
  • Avcı, F. (2019). Teachers’ opinions on the problems faced by the refugee students in preschool education institutions. Language Teaching and Educational Research (LATER), 2(1), 57-80.
  • Aydın, H., & Kaya, Y. (2017). The educational needs of and barriers faced by Syrian refugee students in Turkey: A qualitative case study. Intercultural Education, 28(5), 456-473.
  • Boydak Özan, M., & Şengür, D. (2017). Öğretmenlerin çok kültürlü eğitim ve anadilde eğitim hakkındaki görüşlerinin incelenmesi. Fırat Üniversitesi Sosyal Bilimler Dergisi, 27(2), 113-121.
  • Chan, A. (2011). Critical multiculturalism: Supporting early childhood teachers to work with diverse immigrant families. International Research in Early Childhood Education, 2(1), 63-75.
  • Chen, D. W., Nimmo, J., & Fraser, H. (2009). Becoming a culturally responsive early childhood educator: A tool to support reflection by teachers embarking on the anti-bias journey. Multicultural Perspectives, 11(2), 101-106.
  • den Brok, P., & Levy, J. (2005). Teacher–student relationships in multicultural classes: Reviewing the past, preparing the future. International Journal of Educational Research, 43(1-2), 72-88.
  • Derman Sparks, L., & Ramsey, P. G. (2011). What if all the kids are white?: Anti-bias multicultural education with young children and families. Teachers College Press.
  • Derman-Sparks, L., LeeKeenan, D., & Nimmo, J. (2015). Leading anti-bias early childhood programs: A guide for change. Teachers College Press.
  • Djonko Moore, C., Jiang, S., & Gibson, K. (2018). Multicultural teacher education and diversity practices in early childhood. Journal of Multicultural Education, 12(4), 298-313.
  • Duran, E., & Ertan Özen, N. (2021). Kültüre duyarlı öğretmen. (Ed. H. Gülay Ogelman, S. Saraç ve D. Amca Toklu). Yeni nesil öğretmen (s. 143-162). Ankara: Vizetek Yayınları.
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  • Forrest, J., Lean, G., & Dunn, K. (2016). Challenging racism through schools: teacher attitudes to cultural diversity and multicultural education in Sydney, Australia. Race Ethnicity and Education, 19(3), 618-638.
  • Ford, D. (2011). Multicultural Gifted Education. Sourcebooks, Inc..UK: Prufrock Press
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  • Haberman, M., & Post, L. (1998). Teachers for multicultural schools: The power of selection. Theory into Practice. 37(2), 96-104.
  • Han, H. S., & Thomas, M. S. (2010). No child misunderstood: Enhancing early childhood teachers’ multicultural responsiveness to the social competence of diverse children. Early Childhood Education Journal, 37(6), 469–476.
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  • Hsiao, Y. J. (2015). The culturally responsive teacher preparedness scale: An exploratory study. Contemporary Issues in Education Research, 8(4), 241-250.
  • Jussim, L., & Harber, K. D. (2005). Teacher expectations and self-fulfilling prophecies: Knowns and unknowns, resolved and unresolved controversies. Personality and Social Psychology Review, 9(2), 131-155.
  • Jussim, L., Robustelli, S. L., & Cain, T. R. (2009). Teacher expectations and self-fulfilling prophecies. In Handbook of motivation at school (pp. 363-394). Routledge.
  • Karuppiah, N., & Berthelsen, D. (2011). Multicultural education: The understandings of preschool teachers in Singapore. Australasian Journal of Early Childhood, 36(4), 38-42.
  • Kostelnik, M. J., Whiren, A. P., Soderman, A. K., Stein, L. C., & Gregory, K. (2002). Guiding children’s social development: Theory to practice (4th ed.). New York: Delmar.
  • Le Roux, J. (2002). Effective educators are culturally competent communicators. Intercultural Education, 13(1), 37-48.
  • Leung, C. H., & Hue, M. T. (2020). Factor structure of multicultural teaching competency scale for school-teachers in Hong Kong. Australian Journal of Teacher Education (Online), 45(7), 1-14.
  • MacNaughton, G., & Hughes, P. (2007). Teaching respect for cultural diversity in Australian early childhood programs: A challenge for professional learning. Journal of Early Childhood Research, 5(2), 189-204.
  • McAuliffe, M., & Khadria, B. (2019). World migration report 2020. International Organization for Migration. https://publications.iom.int/books/world-migration-report-2020.
  • McAllister, G., & Irvine, J. J. (2000). Cross-cultural competency and multicultural teacher education. Review of Educational Research, 70(1), 3-24.
  • McNeal, K. (2005). The influence of a multicultural teacher education program on teachers’ multicultural practices. Intercultural Education, 16(4), 405-419.
  • MEB, (2017). Öğretmenlik mesleği genel yeterlikleri. http://oygm.meb.gov.tr/meb_iys_dosyalar/2017_12/11115355_YYRETMENLYK_MESLEYY_GENEL_YETERLYKLERY.pdf. Erişim tarihi: 02.06.2021.
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  • Muñiz, J. (2020). Culturally responsive teaching: A Reflection Guide. https://www.newamerica.org/education-policy/policy-papers/culturally-responsive-teaching-competencies/ Erişim Tarihi: 01.06.2021.
  • Nayir, F., & Sarıdaş, G. (2020). Çokkültürlü eğitim, kültürlerarası eğitim ve kültürel değerlere duyarlı eğitime ilişkin kavramsal bir inceleme. Uluslararası Sosyal Araştırmalar Dergisi, 13(70), 669-779.
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Teacher Competencies for Multicultural Education

Year 2023, Volume: 7 Issue: 3, 139 - 151, 30.11.2023

Abstract

The demography of many countries, including Türkiye, has changed due to rising regular and irregular migration in recent years. Multicultural education discussions have grown due to the increase in students from other cultures in the classrooms. Globally, multicultural education has begun to be incorporated into educational policies and has grown in significance. Multicultural education is a reform movement to restructure educational programs and systems to give children from various social classes, cultures, faiths, ethnic groups, and nationalities equal educational opportunities. Multicultural education is possible with competent teachers. From this perspective, this study aims to reveal the multicultural teacher competencies from the national and international literature and to make suggestions for the field of teacher training. Since attitudes and behaviors towards different cultures begin to develop in early childhood, teachers play an essential role. At this point, the teacher's competencies become apparent. To create an effective learning environment in multicultural classrooms, it is important for the teacher to recognize themselves as a cultural entity and understand how they have been influenced by the culture they were born and raised in. Along these lines, the teacher should regulate their own behaviors, acquire knowledge about the cultures of the children in their class, show respect for these differences, and transform these diversities into opportunities to enrich the learning environment. Including multicultural issues, practices, and courses in teacher education will present a significant opportunity to bring pre-service teachers' attention to the field and enhance their background knowledge and expertise. The development of in-service training programs on multiculturalism will be guided by disclosing teachers' perspectives and knowledge on the topic. Teachers should be encouraged to regularly address and integrate multiculturalism as a fundamental aspect throughout the curriculum during the academic year.

References

  • Abdullah, M. N. L. Y., & Abdullah, A. C. (2018). Preschool teachers' training and attitudes towards multicultural education in Malaysia. International Journal of Early Childhood Education and Care, 7, 1-13.
  • Agirdag, O., Merry, M. S., & Van Houtte, M. (2016). Teachers’ understanding of multicultural education and the correlates of multicultural content integration in Flanders. Education and Urban Society, 48, 556–582.
  • Aragona-Young, E. & Sawyer, B. E. (2018) Elementary teachers’ beliefs about multicultural education practices, Teachers and Teaching, 24(5), 465-486.
  • Aslan, S. (2017). Sosyal bilgiler öğretmenlerinin çokkültürlü eğitim ile ilgili görüşlerinin incelenmesi. Ahi Evran Üniversitesi Kırşehir Eğitim Fakültesi Dergisi (KEFAD), 18(2), 213-253.
  • Avcı, F. (2019). Teachers’ opinions on the problems faced by the refugee students in preschool education institutions. Language Teaching and Educational Research (LATER), 2(1), 57-80.
  • Aydın, H., & Kaya, Y. (2017). The educational needs of and barriers faced by Syrian refugee students in Turkey: A qualitative case study. Intercultural Education, 28(5), 456-473.
  • Boydak Özan, M., & Şengür, D. (2017). Öğretmenlerin çok kültürlü eğitim ve anadilde eğitim hakkındaki görüşlerinin incelenmesi. Fırat Üniversitesi Sosyal Bilimler Dergisi, 27(2), 113-121.
  • Chan, A. (2011). Critical multiculturalism: Supporting early childhood teachers to work with diverse immigrant families. International Research in Early Childhood Education, 2(1), 63-75.
  • Chen, D. W., Nimmo, J., & Fraser, H. (2009). Becoming a culturally responsive early childhood educator: A tool to support reflection by teachers embarking on the anti-bias journey. Multicultural Perspectives, 11(2), 101-106.
  • den Brok, P., & Levy, J. (2005). Teacher–student relationships in multicultural classes: Reviewing the past, preparing the future. International Journal of Educational Research, 43(1-2), 72-88.
  • Derman Sparks, L., & Ramsey, P. G. (2011). What if all the kids are white?: Anti-bias multicultural education with young children and families. Teachers College Press.
  • Derman-Sparks, L., LeeKeenan, D., & Nimmo, J. (2015). Leading anti-bias early childhood programs: A guide for change. Teachers College Press.
  • Djonko Moore, C., Jiang, S., & Gibson, K. (2018). Multicultural teacher education and diversity practices in early childhood. Journal of Multicultural Education, 12(4), 298-313.
  • Duran, E., & Ertan Özen, N. (2021). Kültüre duyarlı öğretmen. (Ed. H. Gülay Ogelman, S. Saraç ve D. Amca Toklu). Yeni nesil öğretmen (s. 143-162). Ankara: Vizetek Yayınları.
  • Espinosa, L. M. (2005). Curriculum and assessment considerations for young children from culturally, linguistically, and economically diverse backgrounds. Psychology in the Schools, 42(8), 837-853.
  • Forrest, J., Lean, G., & Dunn, K. (2016). Challenging racism through schools: teacher attitudes to cultural diversity and multicultural education in Sydney, Australia. Race Ethnicity and Education, 19(3), 618-638.
  • Ford, D. (2011). Multicultural Gifted Education. Sourcebooks, Inc..UK: Prufrock Press
  • From Rigor to Results (2015). Culturally competent response to ıntervention. https://rigor2results.wordpress.com/2015/03/02/culturally-competent-response-to-intervention/ Erişim Tarihi: 01.06.2021.
  • Gay, G. (2002). Preparing for culturally responsive teaching. Journal of Teacher Education, 53(2), 106-116.
  • Gay, G. (2015). The what, why, and how of culturally responsive teaching: International mandates, challenges, and opportunities. Multicultural Education Review, 7(3), 123-139.
  • Haberman, M., & Post, L. (1998). Teachers for multicultural schools: The power of selection. Theory into Practice. 37(2), 96-104.
  • Han, H. S., & Thomas, M. S. (2010). No child misunderstood: Enhancing early childhood teachers’ multicultural responsiveness to the social competence of diverse children. Early Childhood Education Journal, 37(6), 469–476.
  • Hidalgo, N. (1993). Multicultural teacher introspection. In Perry, T. and J. Fraser, Freedom’s Plow. Teaching in the multicultural classroom, (pp. 99–106). New York: Routledge.
  • Hopkins-Gillispie, D. (2008). Cultural diversity: development of preservice teachers’ learning and understanding of multiculturalism in a teacher education program. Doctoral dissertation. USA: Purdue University.
  • Hsiao, Y. J. (2015). The culturally responsive teacher preparedness scale: An exploratory study. Contemporary Issues in Education Research, 8(4), 241-250.
  • Jussim, L., & Harber, K. D. (2005). Teacher expectations and self-fulfilling prophecies: Knowns and unknowns, resolved and unresolved controversies. Personality and Social Psychology Review, 9(2), 131-155.
  • Jussim, L., Robustelli, S. L., & Cain, T. R. (2009). Teacher expectations and self-fulfilling prophecies. In Handbook of motivation at school (pp. 363-394). Routledge.
  • Karuppiah, N., & Berthelsen, D. (2011). Multicultural education: The understandings of preschool teachers in Singapore. Australasian Journal of Early Childhood, 36(4), 38-42.
  • Kostelnik, M. J., Whiren, A. P., Soderman, A. K., Stein, L. C., & Gregory, K. (2002). Guiding children’s social development: Theory to practice (4th ed.). New York: Delmar.
  • Le Roux, J. (2002). Effective educators are culturally competent communicators. Intercultural Education, 13(1), 37-48.
  • Leung, C. H., & Hue, M. T. (2020). Factor structure of multicultural teaching competency scale for school-teachers in Hong Kong. Australian Journal of Teacher Education (Online), 45(7), 1-14.
  • MacNaughton, G., & Hughes, P. (2007). Teaching respect for cultural diversity in Australian early childhood programs: A challenge for professional learning. Journal of Early Childhood Research, 5(2), 189-204.
  • McAuliffe, M., & Khadria, B. (2019). World migration report 2020. International Organization for Migration. https://publications.iom.int/books/world-migration-report-2020.
  • McAllister, G., & Irvine, J. J. (2000). Cross-cultural competency and multicultural teacher education. Review of Educational Research, 70(1), 3-24.
  • McNeal, K. (2005). The influence of a multicultural teacher education program on teachers’ multicultural practices. Intercultural Education, 16(4), 405-419.
  • MEB, (2017). Öğretmenlik mesleği genel yeterlikleri. http://oygm.meb.gov.tr/meb_iys_dosyalar/2017_12/11115355_YYRETMENLYK_MESLEYY_GENEL_YETERLYKLERY.pdf. Erişim tarihi: 02.06.2021.
  • Muñiz, J. (2019). Culturally responsive teaching: A 50-State Survey of Teaching Standards. New America. https://files.eric.ed.gov/fulltext/ED594599.pdf /Erişim tarihi: 09.07.2021.
  • Muñiz, J. (2020). Culturally responsive teaching: A Reflection Guide. https://www.newamerica.org/education-policy/policy-papers/culturally-responsive-teaching-competencies/ Erişim Tarihi: 01.06.2021.
  • Nayir, F., & Sarıdaş, G. (2020). Çokkültürlü eğitim, kültürlerarası eğitim ve kültürel değerlere duyarlı eğitime ilişkin kavramsal bir inceleme. Uluslararası Sosyal Araştırmalar Dergisi, 13(70), 669-779.
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There are 70 citations in total.

Details

Primary Language Turkish
Subjects Early Childhood Education
Journal Section Articles
Authors

Seda Sarac 0000-0002-4598-4029

Hülya Gülay Ogelman 0000-0002-4245-0208

Early Pub Date November 30, 2023
Publication Date November 30, 2023
Submission Date November 18, 2022
Published in Issue Year 2023 Volume: 7 Issue: 3

Cite

APA Sarac, S., & Gülay Ogelman, H. (2023). Çokkültürlü Eğitim İçin Öğretmen Yeterlikleri. International Primary Education Research Journal, 7(3), 139-151.