Affiliation:
1. Çanakkale Onsekiz Mart Üniversitesi Sosyal Bilimler Meslek Yüksekokulu Çocuk Gelişimi Bölümü
2. ÇANAKKALE ONSEKİZ MART ÜNİVERSİTESİ
Abstract
Teachers are the most important actors in the adoption of the multicultural education approach in schools. Determining the multicultural competence perceptions of teachers will enable the development of practices that can be put forward to create a multicultural education environment in classrooms and therefore schools. The purpose of the current study is to determine the multicultural competence perceptions of classroom teachers and preschool teachers and to examine them according to the different variables. The study was carried out in a survey model suitable for quantitative research methods. The measurement tool was applied to 283 teachers working in a city center and its districts located in the Marmara Region. The data were analyzed and interpreted with the SPSS package program. The multicultural competence perceptions of the teachers differed statistically significantly according to the branch, having students from different cultures in the classroom, working in different regions of the country, the region where he was born/raised, and the working year. There was no significant difference according to the educational status related to multicultural education
Publisher
Turkish Online Journal of Design, Art and Communication
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