Öğretmen Adaylarının Çok Kültürlü Eğitime Yönelik Tutumlarında Kültürel Zekânın Rolü

Abstract

In this study, the relationship between pre-service teachers’ cultural intelligence and their attitude toward multi-cultural education has been investigated. Sample of the study consisted of 485 pre-service teachers, studying at Hacettepe University during 2013-2014 academic years. “Cultural Intelligence Scale” was used for measuring pre-service teachers’ cultural intelligence level, whereas “Attitude Scale towards Multicultural Education for Pre-service Teachers” was used to determine their attitude towards multicultural education. Data were analyzed by multiple correlation (Pearson Correlation Coefficient), Factorial ANOVA and hierarchical regression techniques in addition to descriptive statistics such as arithmetic mean, standard deviation and percentiles. Findings of the study showed that the mean scores of attitude toward multi-cultural education and cultural intelligence are relatively high. It has been found that there is a significant, positive and moderate relationship between cultural intelligence and attitude toward multi-cultural education. In addition, it has been found that gender, settlement and gender-settlement combination create significant differences on the standardized attitude scores toward multi-cultural education. Moreover, it has been seen that demographic variables and three dimensions of cultural intelligence (metacognition, motivation and behavior) are significant predictors of the attitude toward multi-cultural education. As the result of the study, it has been concluded that cultural intelligence plays an important role on the attitude toward multi-cultural education