Araştırma Makalesi
BibTex RIS Kaynak Göster

Eleştirel Çokkültürlü Eğitim Uygulamasının Öğretmen Adaylarının Çokkültürlü Tutum ve Yeterliklerine Etkisi

Yıl 2023, Cilt: 23 Sayı: 1, 360 - 378, 25.03.2023
https://doi.org/10.17240/aibuefd.2023..-1104858

Öz

Bu çalışmanın amacı, eleştirel çokkültürlü eğitim uygulamasının öğretmen adaylarının çokkültürlü yeterliklerine etkisini araştırmaktır. Eleştirel çokkültürlü eğitimin öğretmen adaylarının çokkültürlü yeterlik ve tutumlarına etkisini araştırmak için öntest, sontest uygulamalı deney ve kontrol gruplu yarı-deneysel bir çalışma yürütülmüştür. Eleştirel çokkültürlü eğitim programı hazırlanırken Banks’(2015)’in çokkültürlü eğitim yaklaşım ve boyutları temel alınmıştır. Çalışmada çokkültürlü içerik İngilizce dersi içeriği ile birleştirilmiş ve çalışma İngiliz Dili eğitimi (ELT) bölümünde öğrenim gören 23’ü kontrol grubunda ve 23’ü deney grubunda olmak üzere 46 öğretmen adayı ile sürdürülmüştür. Program öncesinde ve sonrasında öğretmen adaylarına Çokkültürlü Yeterlik Ölçeği öntest ve sontest olarak uygulanmıştır. Ölçek çokkültürlü yeterlik ve çokkültürlü tutum olmak üzere iki alt boyuttan oluşmaktadır. Uygulama süresince kontrol grubunda mevcut İngilizce programı kullanılırken, deney grubunda eleştirel çokkültürlü eğitim uygulaması yürütülmüştür. Dokuz haftalık uygulama sonunda, deney grubu öntest ve sontestleri analiz edildiğinde deney grubunun çokkültürlü tutum ve yeterliklerinde anlamlı bir artış olduğu saptanmıştır. Ayrıca deney ve kontrol gruplarının sontest puanları karşılaştırıldığında çokkültürlü yeterlikler ve tutumlar açısından deney grubu puanlarının kontrol grubu puanlarına göre anlamlı farklılık gösterdiği bulunmuştur. Sonuç olarak, deney grubunda uygulanan eleştirel çokkültürlü eğitimin öğretmen adaylarının çokkültürlü tutum ve yeterliklerine olumlu etki yaptığı sonucuna varılmıştır. Bu sonuç doğrultusunda ise eğitim fakültelerinde ve öğretmen yetiştirme programlarında öğretmen adaylarına eleştirel çokkültürlü eğitim verilmesi önerilebilir.

Kaynakça

  • Acar Çiftçi, Y., & Aydın, H. (2014). Türkiye'de Çokkültürlü Eğitimin Gerekliliği Üzerine Bir Çalışma. Journal of Social Sciences/Sosyal Bilimler Dergisi, (33), 197-218.
  • Akçaoğlu, M. Ö., & Arsal, Z. Çokkültürlü Yeterlik Ölçeğinin Türkçe’ye Uyarlanması: Geçerlik ve Güvenirlik Çalışması. Kastamonu Eğitim Dergisi, 26(1), 261-270 https://doi.org/10.24106/kefdergi.378585
  • Arsal, Z. (2019). Critical multicultural education and preservice teachers’ multicultural attitudes. Journal for Multicultural Education, 13(1), 106-118. https://dx.doi.org/10.1108/JME-10-2017-0059
  • Avrupa Komisyonu, Avrupa Sivil Koruma ve İnsani Yardım Raporu, 2018 retrieved from https://echo.info.tr/ 1st May, 2021
  • Aydın, H., & Tonbuloğlu, B. (2014). Graduate students perceptions on multicultural education: a qualitative case study. Eurasian Journal of Educational Research, (57), 29-50
  • Banks, C.A. & Banks, J.A. (1995). Equity pedagogy: An essential component of multicultural education. Theory into Practice, 34(3), 152-158.
  • Banks, J. A. (2006). Cultural diversity and education: Foundations, curriculum, and teaching (5th ed.). Boston: Pearson Education.
  • Banks, J. A. (2008). An introduction to multicultural education (4th ed.). Boston: Pearson Education
  • Banks, J. A., & Banks, C. A. M. (2004). Handbook of research on multicultural education. San Francisco: Jossey-Bass.
  • Banks, J. A., & Banks, C. A. M. (Eds.). (2019). Multicultural education: Issues and perspectives. John Wiley & Sons.
  • Banks, J. A., Cookson, P., Gay, G., Hawley, W. D., Irvine, J. J., Nieto, S., & Stephan, W. G. (2001). Diversity within unity: Essential principles for teaching and learning in a multicultural society. Phi Delta Kappan, 83(3), 196-203.
  • Banks, J., Cochran-Smith, M., Moll, L., Richert, A., Zeichner, K., LePage, P., & McDonald, M. (2005). Teaching diverse learners. Preparing teachers for a changing world: What teachers should learn and be able to do, 2005, 232-274.
  • Banks, J.A. (1993). Multicultural education: Historical development, dimensions, and practice. In L.D. Hammond (Ed.), Review of research in education (pp. 3- 49). Washington, DC: American Educational Research Association.
  • Banks, J.A. (2006). Cultural diversity and education: Foundations, curriculum, and teaching, 5th ed. Boston, MA: Allyn & Bacon.
  • Büyüköztürk, Ş. (2016). Sosyal Bilimler için Veri Analizi El Kitabı İstatistik, Araştırma Deseni SPSS Uygulamaları ve Yorum, PegemA Yayıncılık, Genişletilmiş 22. Baskı, Ankara.
  • Cohen, J. (1992). Statistical power analysis. Current directions in psychological science, 1(3), 98-101.
  • Ennis, R. H. (1996). Critical thinking dispositions: Their nature and assessability. Informal Logic, 18(2), 165-182.
  • Ennis, R. (1991). Critical thinking: A streamlined conception. Teaching philosophy, 14(1), 5-24.
  • Ennis, R. (2011). Critical thinking: Reflection and perspective Part II. Inquiry: Critical thinking across the Disciplines, 26(2), 5-19.
  • Erbas, Y. H. (2019). A qualitative case study of multicultural education in Turkey: Definitions of multiculturalism and multicultural education. International Journal of Progressive Education, 15(1), 23-43.
  • Erickson, C. H. (2008). Critical thinking: Are we educating the nurse educator?. South Dakota State University.
  • Esposito, P. P. (2011). A Mixed methods inquiry into the multicultural efficacy of preservice and beginning teachers [Doctoral Dissertation, University of Kansas].
  • Freire, P,(2003). Ezilenlerin pedagojisi. (Hattatoğlu, D., & Özbek, E. Çev.). (Original publication 1996,7. edition). Altın Kitaplar publishing.
  • Freire, P. (2013). Pedagogy of the oppressed. In Curriculum Studies Reader E2 (pp. 131-139). Routledge.
  • Garman, G. (2010). A logistic approach to predicting student success in online database courses. American Journal of Business Education (AJBE), 3(12), 1-6.
  • Gay, G. (2004). The importance of multicultural education. The curriculum studies reader, 315, 320. Giroux, H. (1988). Teachers as intellectuals. South Hadley, MA. Bergin& Garvey.
  • Hopkins-Gillispie, D. (2011). Curriculum & schooling: Multiculturalism, critical multiculturalism and critical pedagogy. South Shore Journal, 4, 1-14.
  • Karasar, N. (2005). Bilimsel araştırma yöntemleri.
  • Kilmen, S. (2015). Eğitim Araştırmaları için SPSS Uygulamalı İstatistik, 2. bs.
  • Kubota, R. (2005). Second language teaching for multilingualism and multiculturalism: Politics, challenges, and possibilities. R. Hoosain & F. Salili (Ed.) In Language in multicultural education,(s. 31-55) , Greenwich, CT: Information Age.
  • Karaçam, M. Ş., & Koca, C. (2012). Preservice physical education teachers’ awareness of multiculturalism. Hacettepe Journal of Sport Science, 23(3), 89-103.
  • Kincheloe, J. L., McLaren, P., & Steinberg, S. R. (2011). Critical pedagogy and qualitative research. The SAGE handbook of qualitative research, 163-177.
  • Kurtuluş, F. (2018). Çokkültürlü bazı ülkelerde eğitim politikaları ve öğretmen eğitimi. Anadolu Üniversitesi Eğitim Fakültesi Dergisi, 2(3), 178-195.
  • Ladson-Billings, G. (1995). Toward a theory of culturally relevant pedagogy. American Educational Research Journal, 32(3), 465-491.
  • McCloskey, S. (2017). Brexit, Trump and development education. A Development Education Review.159-168. McLaren, P. (2015). Life in schools: An introduction to critical pedagogy in the foundations of education. Routledge.
  • Nieto, S., Longman, W. P., & Mitchell, D. (1996). Affirming diversity: The sociopolitical context of multicultural education. Cultural Diversity and Mental Health, 2(2), 139-144.
  • Nieto, S. (2004). Critical multicultural education and students’ perspectives. The RoutledgeFalmer reader in multicultural education, 179-200.
  • Nieto, S., & Bode, P. (2008). Affirming Diversity: The Socialpolitical Context of MulticulturalEducation. (6th edition). Boston: Pearson
  • Nwoye, J. (1999). Multi-Cultural education: Insight on policies and practices in selected schools. Dubuque, IO: Kendall/Hunt Publishing Company.
  • Pallant, J. (2011). Survival manual. A step by step guide to data analysis using SPSS, 4.
  • Punch, K. F. (2014). Introduction to social research: Quantitative and qualitative approaches. London: Sage Publications.
  • Sleeter, C. E. (1996). Multicultural education as a social movement. Theory into Practice, 35(4), 239- 247.
  • Sleeter, C. E. (2001). Preparing teachers for culturally diverse schools: Research and the overwhelming presence of whiteness. Journal of teacher education, 52(2), 94-106 . Sleeter, C. E., & Grant, C. A. (2007). Making choices for multicultural education: Five approaches to race, class and gender. Wiley.
  • Singer, J. Y., & Smith, S. A. (2003). The potential of multicultural literature: Changing understanding of self and others. Multicultural perspectives, 5(2), 17-23.
  • Şahin, M., & Koca, S. (2016, March). Avrupa Birliği Yaşamboyu Öğrenme İçin Anahtar Yeterlikler Bağlamında Erken Çocukluk Eğitimi. In 5th Cyprus International Conference on Educational Research
  • Rudge, L. T. (2015). Teaching critical multicultural education online and face-to-face: A cross- case Aanalysis of students' transformative learning. Journal of the International Society for Teacher Education, 19(1), 60-73
  • Taşdemir, D. D., Çekmecelioğlu, H. G., & Yıkılmaz, İ. (2019). Çok Kültürlü Ortamda Çalışanların Kültürel Zekâ Düzeylerinin Duygusal Emek Gösterimlerine Etkisi. OPUS Uluslararası Toplum Araştırmaları Dergisi, 12, 1-1.
  • Thériault, L., & Haan, M. (2012). Non-profit Immigrant Settlement Agencies in New Brunswick: Answering the Call for Population Growth?. Atlantic Metropolis Centre.
  • Ukpokodu, O. N. (2003). Teaching multicultural education from a critical perspective: Challenges and dilemmas. Multicultural Perspectives: An Official Journal of the National Association for Multicultural Education, 5(4), 17-23. https://dx.doi.org/10.1207/S15327892MCP0504_4
  • UNESCO, 2020 Global Flow of Tertiary-level Students, http://uis.unesco.org/en/uis-student-flow retrieved on 23rd April 2021.
  • Uysal, İ., & Kılıç, A. (2022). Normal Dağılım İkilemi. Anadolu Journal of Educational Sciences International, 12(1), 220-248.
  • Wiggins, R. A., Follo, E. J., & Eberly, M. B. (2007). The impact of a field immersion program on pre- service teachers’ attitudes toward teaching in culturally diverse classrooms. Teaching and Teacher Education, 23(5), 653-663. https://dx.doi.org/10.1016/j.tate.2007.02.007
  • Yiğit, B., & Bayrakdar, M. (2006). Okul–Çevre İlişkileri, Pegem A Yayıncılık 1. Baskı, Öncü Basımevi.

Effects of Critical Multicultural Education on Preservice Teachers’ Multicultural Attitudes and Efficacy

Yıl 2023, Cilt: 23 Sayı: 1, 360 - 378, 25.03.2023
https://doi.org/10.17240/aibuefd.2023..-1104858

Öz

The aim of this study is to find out the effects of critical multicultural education (CME) on preservice teachers’ multicultural attitudes and efficacy. In order to investigate the effects of critical multicultural education, a nine-week CME program is designed. The program is based on Banks’ (2015) multicultural education approaches and dimensions. For this study, the multicultural content is integrated into English Language courses of the preservice teachers studying at English Language Teaching (ELT) program. A total of 46 preservice teachers participated for the study and a quasy-experimental design with an experimental and a control group is employed. Before and after the application, Multicultural Efficacy Scale (MES) is administered to all the participants (23 in control and 23 in experimental group). The MES is composed of two subscales; one is multicultural attitudes and the other one is multicultural efficacy. While in the control group the existing language program is applied, the experimental group is provided with critical multicultural education which is integrated into English courses. At the end of 9 weeks, the analysis of pretest and posttest results revealed that there is a significant difference in the multicultural attitudes and multicultural efficacy of experimental group before and after the program. Further, the posttest results showed that there is a significant difference between the experimental and control group in terms of preservice teachers’ multicultural attitudes and efficacy. As a result, CME applied in experimental group had significant and positive effects on preservice teachers’ multicultural attitudes and efficacy. Therefore, in order to increase preservice teachers’ multicultural attitudes and efficacy, CME can be provided for preservice teachers at teacher training programs at the collage and universities.

Kaynakça

  • Acar Çiftçi, Y., & Aydın, H. (2014). Türkiye'de Çokkültürlü Eğitimin Gerekliliği Üzerine Bir Çalışma. Journal of Social Sciences/Sosyal Bilimler Dergisi, (33), 197-218.
  • Akçaoğlu, M. Ö., & Arsal, Z. Çokkültürlü Yeterlik Ölçeğinin Türkçe’ye Uyarlanması: Geçerlik ve Güvenirlik Çalışması. Kastamonu Eğitim Dergisi, 26(1), 261-270 https://doi.org/10.24106/kefdergi.378585
  • Arsal, Z. (2019). Critical multicultural education and preservice teachers’ multicultural attitudes. Journal for Multicultural Education, 13(1), 106-118. https://dx.doi.org/10.1108/JME-10-2017-0059
  • Avrupa Komisyonu, Avrupa Sivil Koruma ve İnsani Yardım Raporu, 2018 retrieved from https://echo.info.tr/ 1st May, 2021
  • Aydın, H., & Tonbuloğlu, B. (2014). Graduate students perceptions on multicultural education: a qualitative case study. Eurasian Journal of Educational Research, (57), 29-50
  • Banks, C.A. & Banks, J.A. (1995). Equity pedagogy: An essential component of multicultural education. Theory into Practice, 34(3), 152-158.
  • Banks, J. A. (2006). Cultural diversity and education: Foundations, curriculum, and teaching (5th ed.). Boston: Pearson Education.
  • Banks, J. A. (2008). An introduction to multicultural education (4th ed.). Boston: Pearson Education
  • Banks, J. A., & Banks, C. A. M. (2004). Handbook of research on multicultural education. San Francisco: Jossey-Bass.
  • Banks, J. A., & Banks, C. A. M. (Eds.). (2019). Multicultural education: Issues and perspectives. John Wiley & Sons.
  • Banks, J. A., Cookson, P., Gay, G., Hawley, W. D., Irvine, J. J., Nieto, S., & Stephan, W. G. (2001). Diversity within unity: Essential principles for teaching and learning in a multicultural society. Phi Delta Kappan, 83(3), 196-203.
  • Banks, J., Cochran-Smith, M., Moll, L., Richert, A., Zeichner, K., LePage, P., & McDonald, M. (2005). Teaching diverse learners. Preparing teachers for a changing world: What teachers should learn and be able to do, 2005, 232-274.
  • Banks, J.A. (1993). Multicultural education: Historical development, dimensions, and practice. In L.D. Hammond (Ed.), Review of research in education (pp. 3- 49). Washington, DC: American Educational Research Association.
  • Banks, J.A. (2006). Cultural diversity and education: Foundations, curriculum, and teaching, 5th ed. Boston, MA: Allyn & Bacon.
  • Büyüköztürk, Ş. (2016). Sosyal Bilimler için Veri Analizi El Kitabı İstatistik, Araştırma Deseni SPSS Uygulamaları ve Yorum, PegemA Yayıncılık, Genişletilmiş 22. Baskı, Ankara.
  • Cohen, J. (1992). Statistical power analysis. Current directions in psychological science, 1(3), 98-101.
  • Ennis, R. H. (1996). Critical thinking dispositions: Their nature and assessability. Informal Logic, 18(2), 165-182.
  • Ennis, R. (1991). Critical thinking: A streamlined conception. Teaching philosophy, 14(1), 5-24.
  • Ennis, R. (2011). Critical thinking: Reflection and perspective Part II. Inquiry: Critical thinking across the Disciplines, 26(2), 5-19.
  • Erbas, Y. H. (2019). A qualitative case study of multicultural education in Turkey: Definitions of multiculturalism and multicultural education. International Journal of Progressive Education, 15(1), 23-43.
  • Erickson, C. H. (2008). Critical thinking: Are we educating the nurse educator?. South Dakota State University.
  • Esposito, P. P. (2011). A Mixed methods inquiry into the multicultural efficacy of preservice and beginning teachers [Doctoral Dissertation, University of Kansas].
  • Freire, P,(2003). Ezilenlerin pedagojisi. (Hattatoğlu, D., & Özbek, E. Çev.). (Original publication 1996,7. edition). Altın Kitaplar publishing.
  • Freire, P. (2013). Pedagogy of the oppressed. In Curriculum Studies Reader E2 (pp. 131-139). Routledge.
  • Garman, G. (2010). A logistic approach to predicting student success in online database courses. American Journal of Business Education (AJBE), 3(12), 1-6.
  • Gay, G. (2004). The importance of multicultural education. The curriculum studies reader, 315, 320. Giroux, H. (1988). Teachers as intellectuals. South Hadley, MA. Bergin& Garvey.
  • Hopkins-Gillispie, D. (2011). Curriculum & schooling: Multiculturalism, critical multiculturalism and critical pedagogy. South Shore Journal, 4, 1-14.
  • Karasar, N. (2005). Bilimsel araştırma yöntemleri.
  • Kilmen, S. (2015). Eğitim Araştırmaları için SPSS Uygulamalı İstatistik, 2. bs.
  • Kubota, R. (2005). Second language teaching for multilingualism and multiculturalism: Politics, challenges, and possibilities. R. Hoosain & F. Salili (Ed.) In Language in multicultural education,(s. 31-55) , Greenwich, CT: Information Age.
  • Karaçam, M. Ş., & Koca, C. (2012). Preservice physical education teachers’ awareness of multiculturalism. Hacettepe Journal of Sport Science, 23(3), 89-103.
  • Kincheloe, J. L., McLaren, P., & Steinberg, S. R. (2011). Critical pedagogy and qualitative research. The SAGE handbook of qualitative research, 163-177.
  • Kurtuluş, F. (2018). Çokkültürlü bazı ülkelerde eğitim politikaları ve öğretmen eğitimi. Anadolu Üniversitesi Eğitim Fakültesi Dergisi, 2(3), 178-195.
  • Ladson-Billings, G. (1995). Toward a theory of culturally relevant pedagogy. American Educational Research Journal, 32(3), 465-491.
  • McCloskey, S. (2017). Brexit, Trump and development education. A Development Education Review.159-168. McLaren, P. (2015). Life in schools: An introduction to critical pedagogy in the foundations of education. Routledge.
  • Nieto, S., Longman, W. P., & Mitchell, D. (1996). Affirming diversity: The sociopolitical context of multicultural education. Cultural Diversity and Mental Health, 2(2), 139-144.
  • Nieto, S. (2004). Critical multicultural education and students’ perspectives. The RoutledgeFalmer reader in multicultural education, 179-200.
  • Nieto, S., & Bode, P. (2008). Affirming Diversity: The Socialpolitical Context of MulticulturalEducation. (6th edition). Boston: Pearson
  • Nwoye, J. (1999). Multi-Cultural education: Insight on policies and practices in selected schools. Dubuque, IO: Kendall/Hunt Publishing Company.
  • Pallant, J. (2011). Survival manual. A step by step guide to data analysis using SPSS, 4.
  • Punch, K. F. (2014). Introduction to social research: Quantitative and qualitative approaches. London: Sage Publications.
  • Sleeter, C. E. (1996). Multicultural education as a social movement. Theory into Practice, 35(4), 239- 247.
  • Sleeter, C. E. (2001). Preparing teachers for culturally diverse schools: Research and the overwhelming presence of whiteness. Journal of teacher education, 52(2), 94-106 . Sleeter, C. E., & Grant, C. A. (2007). Making choices for multicultural education: Five approaches to race, class and gender. Wiley.
  • Singer, J. Y., & Smith, S. A. (2003). The potential of multicultural literature: Changing understanding of self and others. Multicultural perspectives, 5(2), 17-23.
  • Şahin, M., & Koca, S. (2016, March). Avrupa Birliği Yaşamboyu Öğrenme İçin Anahtar Yeterlikler Bağlamında Erken Çocukluk Eğitimi. In 5th Cyprus International Conference on Educational Research
  • Rudge, L. T. (2015). Teaching critical multicultural education online and face-to-face: A cross- case Aanalysis of students' transformative learning. Journal of the International Society for Teacher Education, 19(1), 60-73
  • Taşdemir, D. D., Çekmecelioğlu, H. G., & Yıkılmaz, İ. (2019). Çok Kültürlü Ortamda Çalışanların Kültürel Zekâ Düzeylerinin Duygusal Emek Gösterimlerine Etkisi. OPUS Uluslararası Toplum Araştırmaları Dergisi, 12, 1-1.
  • Thériault, L., & Haan, M. (2012). Non-profit Immigrant Settlement Agencies in New Brunswick: Answering the Call for Population Growth?. Atlantic Metropolis Centre.
  • Ukpokodu, O. N. (2003). Teaching multicultural education from a critical perspective: Challenges and dilemmas. Multicultural Perspectives: An Official Journal of the National Association for Multicultural Education, 5(4), 17-23. https://dx.doi.org/10.1207/S15327892MCP0504_4
  • UNESCO, 2020 Global Flow of Tertiary-level Students, http://uis.unesco.org/en/uis-student-flow retrieved on 23rd April 2021.
  • Uysal, İ., & Kılıç, A. (2022). Normal Dağılım İkilemi. Anadolu Journal of Educational Sciences International, 12(1), 220-248.
  • Wiggins, R. A., Follo, E. J., & Eberly, M. B. (2007). The impact of a field immersion program on pre- service teachers’ attitudes toward teaching in culturally diverse classrooms. Teaching and Teacher Education, 23(5), 653-663. https://dx.doi.org/10.1016/j.tate.2007.02.007
  • Yiğit, B., & Bayrakdar, M. (2006). Okul–Çevre İlişkileri, Pegem A Yayıncılık 1. Baskı, Öncü Basımevi.
Toplam 53 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Konular Alan Eğitimleri
Bölüm Makaleler
Yazarlar

Fulya Kurtuluş 0000-0002-7835-7611

Zeki Arsal 0000-0001-9597-8973

Yayımlanma Tarihi 25 Mart 2023
Gönderilme Tarihi 17 Nisan 2022
Yayımlandığı Sayı Yıl 2023 Cilt: 23 Sayı: 1

Kaynak Göster

APA Kurtuluş, F., & Arsal, Z. (2023). Effects of Critical Multicultural Education on Preservice Teachers’ Multicultural Attitudes and Efficacy. Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi, 23(1), 360-378. https://doi.org/10.17240/aibuefd.2023..-1104858