Preschool education preservice teachers’ views on multilingual education / Okul öncesi öğretmen adaylarının çokdilli eğitim üzerine görüşleri

Son yıllarda, Türkiye’de erken çocukluk eğitiminin yaygınlaştırılması ile birlikte değişik nitelik ve nicelikte birçok etnik gruptan çocuğa ulaşılmıştır. Bu durum, okul öncesi öğretmenlerinin çocukların farklı dillerine karşı duyarlılığı, eğitimi, ihtiyaçları gibi konularda bilgi, farkındalık ve deneyim sahibi olmaları gerekliliğinin sinyallerini vermeye başlamıştır. Bu araştırma nitel bir çalışma olup, okul öncesi öğretmen adaylarının çokdilli eğitim üzerine olan görüşlerini inceleyerek, onların bu konudaki farkındalık ve bilgi düzeylerini anlamak amacıyla yapılmıştır. Araştırmaya katılan 15 öğretmen adayı ile yüz yüze görüşmeler yapılmış ve öğretmen adaylarının çokdilli eğitim üzerine görüşleri betimsel nitel analiz yöntemi ile çözümlenmiştir. Görüşmeler sonucu elde edilen veriler detaylı olarak incelenerek öğretmen adaylarının çokdilli eğitim üzerine görüşleri üç tema altında sunulmuş ve yorumlanmıştır. Araştırma sonuçlarından yola çıkarak, çokdillilik çerçevesinde öğretmen yetiştirme programlarımızın yeniden şekillendirilmesi ve özellikle dilsel azınlık gruplarından gelen çocukların ihtiyaçlarına cevap verebilecek öğretmenlerin yetişmesi için öğretmen adaylarına hem teorik hem de uygulama ders desteği ile sunulması gibi konularda önerilerde bulunulmuştur.

Anahtar Kelimeler:

Çokdilli eğitim, okul öncesi öğretmen adayları, öğretmen görüşleri, öğretmen yetiştirme

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With the recent efforts that maintain and support preschool education in Turkey, many preschool age children from various ethnic language groups have been reached. Hence, this situation requires preschool education teachers who are knowledgable and experienced in children’s different languages (and sensitive to those languages) and their educational needs. This qualitative study aimed to examine a group of preschool preservice teachers’ views on multilingual education and to see whether they are knowledgable and aware of the issues related with multilingual education. 15 preschool education pre-service teachers were interviewed face to face and the data were examined through descriptive qualitative analysis. Results of the study were presented and interpreted under three major themes. Within the light of the results, suggestions were made discussed in various topics such as, (re)stucturing preschool education teacher preparation programs and supporting teacher candidates with theoretical and practicum courses about multilingual education who will welcome and fulfill the needs of children coming from ethnic language groups

Keywords:

Multilingual education, preschool education pre-service teachers, teacher beliefs, teacher preparation program,

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