Abstract
In this study; the effects on the ethnocentrism levels of prospective teachers have been examined upon providing education under the scope of intercultural education. The study has been designed as a quasi-experimental design with pre-test, final-test control group. The study took place during the spring semester of 2014-2015 academic year. The study group consists of a total of 118 prospective teachers, 74 of whom (trial group) are students at a public university in Ankara and 44 (control group) from a public university in Nigde. At the beginning and end of the study, the ethnocentrism levels of the prospective teachers have been assessed. The 20-item Ethnocentrism Scale has been used as the data collection tool. In order to interpret the points scored in “Ethnocentrism Scale”, an independent sample t-test and One-Way Covariance analysis have been used. The research findings indicated a positive oriented change in the ethnocentrism points and between both the trial and control group students’ pre- and final test grade averages in the in-group comparisons. However, this positive change was in favour of the trial group in the inter-group comparisons. In other words, the project assignment made by the prospective teachers had a positive impact on the students’ ethnocentrism levels.
Highlights
As in all parts of life, cultural and social alteration has become one of the important societal factors in uncovering new opinions and ideas in the field of education
The significantly lower pre-test point averages of trial group students at the beginning of the project, when compared to the pre-test point averages of control group students, can be interpreted as trial group students being in a better position in terms of ethnocentrism levels
According to the findings of this study where the effects of the education provided under the scope of intercultural education on the ethnocentrism levels of prospective teachers is examined, there has been a positive-oriented change in the ethnocentrism scores of both trial and control group students in group comparisons between their pre and final test point averages
Summary
As in all parts of life, cultural and social alteration has become one of the important societal factors in uncovering new opinions and ideas in the field of education. As well as the historic and political issues, migration at different levels around the world are among the main factors that are making intercultural education a prominent issue. Transformation through technology and knowledge lead to an intense communication everywhere from education to business sector (Kartarı, 2001). At this point, intercultural education has maintained its position within national and international levels. According to Bleszynska (2008), intercultural education is the result of educational and social processes in multicultural societies existing in a globalizing world. This outcome is being expressed in three dimensions:
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