The examination of courses in the teacher education programs in terms of multicultural education

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dc.authorid0000-0001-9597-8973
dc.contributor.authorArsal, Zeki
dc.date.accessioned2021-06-23T19:42:41Z
dc.date.available2021-06-23T19:42:41Z
dc.date.issued2015
dc.departmentBAİBÜ, Eğitim Fakültesi, Eğitim Bilimleri Bölümüen_US
dc.description.abstractPurpose - The aim of this study is to examine the pedagogy courses of teacher education programs implemented in two universities in Turkey and the USA in terms of multicultural education. The teaching practices in the pedagogy courses of teacher education programs in the USA might have multicultural education principles, and they could be models for teacher educators in Turkey. In addition, this study can contribute to the cross-cultural studies on teacher education between the USA and Turkey. Design/methodology/approach -Ten teacher educators participated in the study; all of them had experience in teaching pedagogy courses in the early childhood teacher education program. Data were collected through semi-structured interviews. The open-ended questions were related to objectives, content, teaching methods and activities. Assessment procedures and methods were also asked from the participants to evaluate their teaching experiences in terms of multicultural education. Thematic analysis was used to examine data of the study. Findings - The results of the study revealed that there were differences between the objectives, content, teaching process and assessment methods of the courses in the teacher education programs in Turkey and the USA in terms of multicultural education. The results of this study revealed that the objectives, content, teaching process and assessment methods planned and implemented by teacher educators in the USA are more multicultural and multiethnic when compared with their counterparts in Turkey. Originality/value - This study can contribute to the cross-cultural studies on teacher education between the USA and Turkey.en_US
dc.identifier.doi10.1108/JME-11-2014-0035
dc.identifier.endpage275en_US
dc.identifier.issn2053-535X
dc.identifier.issue4en_US
dc.identifier.scopus2-s2.0-84945377071en_US
dc.identifier.scopusqualityQ1en_US
dc.identifier.startpage263en_US
dc.identifier.urihttps://doi.org/10.1108/JME-11-2014-0035
dc.identifier.urihttps://hdl.handle.net/20.500.12491/8572
dc.identifier.volume9en_US
dc.identifier.wosWOS:000218616700004en_US
dc.identifier.wosqualityN/Aen_US
dc.indekslendigikaynakWeb of Scienceen_US
dc.indekslendigikaynakScopusen_US
dc.institutionauthorArsal, Zeki
dc.language.isoenen_US
dc.publisherEmerald Group Publishing Ltden_US
dc.relation.ispartofJournal For Multicultural Educationen_US
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanıen_US
dc.rightsinfo:eu-repo/semantics/closedAccessen_US
dc.subjectPre-service Teachersen_US
dc.subjectMulticultural Educationen_US
dc.subjectPedagogy Coursesen_US
dc.subjectTeacher Educatorsen_US
dc.titleThe examination of courses in the teacher education programs in terms of multicultural educationen_US
dc.typeArticleen_US

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