Abstract
The purpose of this study is to investigate the ethnopedagogy education in the teacher education programs in Kyrgyzstan. Basic qualitative research method was applied in the study. The data were collected through document review and interviews with graduate students from Kyrgyz-Turkish Manas University and instructors. The researcher stayed in Bishkek, Kyrgyzstan for 50 days to collect the data, the documents and to plan and conduct the interviews. The data collected via document review and interviews, were analyzed by content analysis method. As a result of the analysis, information about the ethnopedagogy class at Kyrgyz-Turkish Manas University teacher education program was reviewed and the instructors’ opinions about ethnopedagogy education at teacher education programs and the graduate students’ opinions about the ethnopedagogy class were identified. The most important result can be seen as that instructors and students give great importance to ethnopedagogy and adopt its ideas. They also indicated further insight and concrete proposals. As a country with a deep and rich history, it would be a great chance for Turkey to benefit from this educational experience.
Highlights
Since societies began to emerge, they developed systems to educate future generations and to convey the common characteristics of the society they are in
Ethnopedagogy, on the other hand, appears as a branch of science that enables the research of folk education and its role in the development of contemporary education system
Folk education is considered as a system that of scientific examination described as ethnopedagogy as named as “folk education system” in the literature
Summary
Since societies began to emerge, they developed systems to educate future generations and to convey the common characteristics of the society they are in. Ethnopedagogy has a very important place in the development and existence of nations as a newly developing discipline basically for two interrelated reasons It focuses on the values and characteristics that have been created by the people themselves in a special way, and it enables folk education to be visible and scientifically and systemically researched. Especially in post-independence Kyrgyzstan, many concepts, new disciplines, programs and textbooks have been developed in order to improve the content of education in the elementary schools on the basis of ethno-cultural values, and the effectiveness of these efforts has been based only on the ethnopedagogical aspects of the teachers (Alimbekov, 2015). What are the opinions of the students who have received a graduate level ethnopedagogy education?
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