Metaphoric perceptions of pre-service english teachers on intercultural education

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dc.authorid0000-0003-0945-7632en_US
dc.authorid0000-0002-8863-2488
dc.authorid0000-0002-5390-7525
dc.contributor.authorYıldız, Sevilay
dc.contributor.authorİnci, Sibel
dc.contributor.authorYıldız, Kaya
dc.date.accessioned2021-06-23T19:52:22Z
dc.date.available2021-06-23T19:52:22Z
dc.date.issued2019
dc.departmentBAİBÜ, Eğitim Fakültesi, Eğitim Bilimleri Bölümüen_US
dc.description11th International Conference on Education and New Learning Technologies (EDULEARN) -- JUL 01-03, 2019 -- Palma, SPAINen_US
dc.description.abstractGlobalization and the increasing cultural diversity of countries have led to a necessity to bring certain arrangements in every aspect of education. Interculturalism has become an issue in terms of educational, economic, political, cultural, and technological developments in the world. In Europe, the Council of Europe had a leading role in development and promotion of intercultural education since 1997, based on cultural and linguistic diversity in education emerging from increased mobility, plurality and complexity. Because of the rise of communicative language teaching in the 1980s and globalization, teaching of target cultures has become a part of foreign language courses and many techniques and materials have been developed. Foreign language education may play an important role in promoting cultural diversity and tolerance towards this diversity. Teachers should be able to teach culture besides language structures. Avoiding prejudice, helping students to have a more open and positive viewpoint to other cultures are also roles of the foreign language teachers. Therefore, teachers are expected to be aware of power imbalances, stereotyping and discrimination. However, teachers may not appreciate this function of foreign language courses. This study aims to find out and explain the perceptions of pre-service teachers on intercultural education to reveal their concepts of intercultural education. In this study qualitative method is used and the data gathered with metaphors from pre-service English Teaching students in two universities. The data is analysed by using content analysis. In the analysis of the data obtained, metaphors are analysed in four stages (coding and sorting, sample metaphor compilation, category development, ensuring validity and reliability). According to the analysis of the derived data 87 pre-service teachers produced 78 metaphors regarding the concept of "Intercultural Education" and classified into 7 categories as Intercultural Education as Interaction, Intercultural Education as Awareness/Difference, Intercultural Education as Development and Change, Intercultural Education as Contribution/Benefit, Intercultural Education as Bridge/Link, Intercultural Education as Complementary, Intercultural Education as a Source of Wealth.en_US
dc.identifier.endpage3360en_US
dc.identifier.isbn978-84-09-12031-4
dc.identifier.issn2340-1117
dc.identifier.startpage3351en_US
dc.identifier.urihttps://hdl.handle.net/20.500.12491/10139
dc.identifier.urihttps://www.webofscience.com/wos/woscc/full-record/WOS:000551093103073
dc.identifier.wosWOS:000551093103073en_US
dc.identifier.wosqualityN/Aen_US
dc.indekslendigikaynakWeb of Scienceen_US
dc.institutionauthorYıldız, Kaya
dc.institutionauthorYıldız, Sevilay
dc.language.isoenen_US
dc.publisherIated-Int Assoc Technology Education & Developmenten_US
dc.relation.ispartofEdulearn19: 11Th International Conference On Education And New Learning Technologiesen_US
dc.relation.ispartofseriesEDULEARN Proceedings
dc.relation.publicationcategoryKonferans Öğesi - Uluslararası - Kurum Öğretim Elemanıen_US
dc.rightsinfo:eu-repo/semantics/closedAccessen_US
dc.subjectIntercultural Educationen_US
dc.subjectPre-service Teachersen_US
dc.subjectEnglish Teachingen_US
dc.titleMetaphoric perceptions of pre-service english teachers on intercultural educationen_US
dc.typeConference Objecten_US

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