Abstract
This study aims to analyze the conceptions of the senior students at the faculty of education along with their attitudes towards multicultural education according to gender and department variables, and to identify degree to which their conception of teaching and learning predicts their attitudes towards multicultural education. A total of 278 prospective teachers, including 190 female and 88 male, who are attending the Faculty of Education of Cumhuriyet University participated in the study, which was conducted using a relational screening model. Data were collected using the Teacher Multicultural Attitude Survey (TMAS) and the Teaching and Learning Conceptions Questionnaire (TLCQ). Data obtained in the study was analyzed using One-Way Anova, Scheffe Test and Multiregression analysis. According to the findings of these analyses, the prospective teachers’ conceptions of teaching and learning, and their multicultural educational attitudes varied significantly depending on the variables of department and gender. The prospective teachers’ conceptions of teaching and learning predicted their attitudes towards multicultural education at a significant level. The obtained results were discussed in the light of the relevant literature, and were made for future studies. Key words: Conceptions of teaching and learning, multicultural education, prospective teachers.
Highlights
Teachers’ pedagogical and content knowledge, as well as their specific characteristics, influence classroom behavior, instructional practices and the learning environment that they create
The purpose of this study is to examine prospective teachers’ conceptions of teaching and learning and their multicultural educational attitudes based on the variables of gender and department, and to determine the relationship between conceptions of teaching-learning and multicultural educational attitudes
In the studies of Marangoz et al (2015) and Söylemez and Kaya (2014) on the multicultural educational attitude of teachers; of Çoban et al (2010) and Türkan et al (2016) on those of prospective teachers; of Demircioğlu and Özdemir (2014) on those of students who go through pedagogical formation; and of Polat (2012) in a study regarding school principals, it was determined that the attitudes were generally positive
Summary
Teachers’ pedagogical and content knowledge, as well as their specific characteristics, influence classroom behavior, instructional practices and the learning environment that they create. Knowing the belief structures of teachers and prospective teachers is crucial in improving their education and professional readiness (Pajares, 1992). These beliefs related to teaching and learning affect how they learn, and how they interpret pedagogical knowledge, how they conceptualize instructional tasks, their teaching decisions, as well as classroom practices (Uzuntiryaki and Boz, 2007). Conceptions of teaching and learning refer to the beliefs that the teachers have regarding the methods of teaching and learning that they prefer There are two main approaches towards teaching and learning: namely, traditional and constructivist (Clements and Battista, 1990; Chan and Elliott, 2004)
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