Research Information System
Thesis Type: Doctorate
Institution Of The Thesis: Gazi Üniversitesi, Eğitim Bilimleri Enstitüsü, Turkey
Approval Date: 2017
Student: ESHABİL ERDEM PAKSOY
Supervisor: SABRİ ÇELİK
Abstract:The purpose of this research is to question the experiences of teachers in the schools of the regions where multiculturalism is intense, on how they brought their student's cultural values into the education process. The study utilized the pattern of phenomenology from qualitative research types. Schools with intense cultural diversity and teachers with experience in cultural diversity have been selected through snowball sampling. In this research, different data sources such as interview, observation and document analysis were used through data triangulation. The content validity of the data collection tool was obtained by taking 6 expert opinions and a focus group study was carried out with 10 teachers who fit the sampling scale used in the research to control the questions in the interview form in terms of content and narration. The data were obtained from 15 teachers in 8 different primary schools that matched the conditions. Participant supervision was carried out to increase the internal validity and reliability of the study. For this purpose, the voice recordings of the interviewed teachers were transferred to the text and the texts were shown to the relevant persons and approvals of the teachers who participated in the research were taken for the accuracy and corrections of the printouts. The obtained data were analyzed by phenomenological analysis method because of its focus on experience. Phenomenological analysis was carried out by following epoche, phenomenological reduction (bracketing), creative diversity, pattern synthesis, structure synthesis and integration processes. As a result of the analysis, a total of 44 phenomena were revealed in 14 dimensions of culturally responsive teaching, according to the teacher's experiences. According to research findings; Teachers in general are aware of multiculturalism, multicultural education, and culturally responsive teaching. Teachers show limited and superficial attention to students with differences. They know the expectations of their students, but they do not have the necessary qualifications to respond to these expectations. It is understood that teachers are not prejudiced about linguistic diversity, but there is a need for a policy change in this area that exceeds teachers. Teachers are aware of the effects of the culture in shaping the communication patterns, and it is understood that their competences in this area need to be reinforced. It has also been understood that in classroom communication, traditional judgments in our own students and religious judgments in refugee students are influential. It has been understood that when curriculums do not reflect the cultural differences, teachers perform concretization using storytelling, sampling and visually animated materials. Teachers provided guidance in achievements, diversified learning methods, used mostly concrete and visual variables in measuring, and take into account the academic levels of students in evaluating. It is understood that some teachers read multicultural books but do not recommend them to their students because they find it risky. It has been understood that teachers follow the expression structures and sensitivities of the students' cultures, also lower their expectations towards low-status students and tend to focus on more basic issues, have knowledge about the environment students live in, and some teachers learn about family and students through home visits. It is understood that teachers start and maintain teaching in simple and small steps taking into account the learning development. However, few teachers are continuing teaching gradually according to the learning background of students. It has been understood that teachers use the music and local motifs of students effectively in order to increase their student's participation in learning, but do not consider music and animation as educational tools. It is observed that teachers see the experiences of students reflected in painting and music activities, and some teachers use these items to reinforce emotional participation. In addition, refugees and local elements have been involved in the general activities in schools and in official ceremonies, although limited, through the efforts of some teachers. Finally, proposals to different segments were presented within the scope of the research findings.