Teachers' Views about Culturally Relevant Education in Turkey: A Mixed Methods Study
The purpose of this study is to examine teachers' views about culturallyrelevant education (CRE) in Turkey. The study was carried out as a sequentialexploratory mixed method design. Since both quantitative and qualitative datawere obtained, sampling was achieved in two phases: Quantitative,rand...
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| Main Authors: | , |
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| Format: | Article |
| Language: | English |
| Published: |
Sakarya University
2019-08-01
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| Series: | Sakarya University Journal of Education |
| Subjects: | |
| Online Access: | https://dergipark.org.tr/en/download/article-file/786359 |
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| Summary: | The purpose of this study is to examine teachers' views about culturallyrelevant education (CRE) in Turkey. The study was carried out as a sequentialexploratory mixed method design. Since both quantitative and qualitative datawere obtained, sampling was achieved in two phases: Quantitative,random-stratified sampling and qualitative, purposive sampling. Thequantitative data were obtained from 1302 teachers who teach in Van,Diyarbakır, Konya, Antalya, İzmir, İstanbul, and Trabzon provinces. Thequalitative study group consisted of 28 teachers who were selected afteranalyzing quantitative data accordance with maximum diversity and outlierssampling. Quantitative data were collected by means of scale that weredeveloped by the researchers. Qualitative data were obtained from interviewswith 28 teachers who have highest and lowest scores on the scale. Descriptivestatistics were used in the analysis of quantitative data, while descriptiveanalysis and content analysis were used in the analysis of qualitative data.According to results, the teachers in Turkey have positive thoughts about CREand have some concerns. Some of the teachers think that CRE is necessary, whilethe others think that CRE may adversely affect the education system and thestructure of society. It may be useful to look at teachers training programs interms of culturally relevant education principles in Turkey. |
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| ISSN: | 2146-7455 |