Öğretmenlerin Çokkültürlü Eğitim Yeterliklerine İlişkin Kavramsal Bir Çerçeve

Eğitimin geleneksel amacı, öğrencilerin toplumda ve ülkede var olan ideoloji, yönerge ve uygulamaları soruşturmadan kabul ederek toplumsallaşmalarını sağlamak iken, eleştirel çokkültürlü eğitim yaklaşımının nihai amacı, toplumda sosyal adalet ve eşitliğin oluşturulması, uygulanması ve sürdürülmesine katkıda bulunarak, toplumun dönüşümünü sağlamaktır. Bu bakış açısı eğitim sistemi ve eğitim programlarında köklü bir değişiklik yapılmasının yanı sıra, öğretmenlerin sahip olması gereken yeterlikleri de doğal olarak farklılaştırmakta, öğretmenlerin ve öğretmen adaylarının bu anlayış doğrultusunda yetiştirilmelerini gerektirmektedir. Çünkü böyle bir anlayışta öğretmenler, öğrencilerini güçlendiren ve demokratik değerleri destekleyen toplumsal değişim ajanlarıdırlar. Bu çalışmanın amacı, çokkültürlü eğitim ortamlarında çalışacak öğretmenlerin sahip olmaları gereken eleştirel çokkültürlü eğitim yeterliklerine ilişkin kavramsal bir çerçeve oluşturmaktır. Literatüre dayalı olarak öğretmenlerin çokkültürlü eğitim kültürel yeterliklerini oluşturmaya yönelik bu çalışmada, eleştirel çokkültürlü eğitim kuramı, eleştirel kuram ve eleştirel ırk kuramı temel alınarak, her biri dört alt boyuttan oluşan üç boyut belirlenmiş ve kavramsal bir çerçeve oluşturulmuştur

A Conceptual Framework Regarding the Multicultural Education Competencies of Teachers

While the traditional goal of education is to ensure students' socialization by getting them to accept existing ideologies, rules and practices in a country or society, the ultimate goal of multicultural education is to contribute to the establishment, application and maintenance of social justice and equality and thus ensure a social transformation. This perspective requires a drastic change in education system and curriculum. Moreover, the competencies teachers need to possess naturally differ in this paradigm and it becomes necessary to train teachers and teacher candidates in line with this understanding. The purpose of this study is to form a conceptual framework for critical multicultural education competencies that must be possessed by teachers that will work in multicultural environments. In this literature-based study aiming to establish the cultural competencies of teachers, three dimensions - each with 4 sub-dimensions - were determined and a conceptual framework was formed based on critical multicultural education theory, critical theory and critical race theories

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