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Culturally Relevant/Responsive Education: What Do Teachers Think in Turkey

dc.authorscopusid 57189006406
dc.authorscopusid 36164923100
dc.contributor.author Kotluk, N.
dc.contributor.author Kocakaya, S.
dc.date.accessioned 2025-05-10T16:43:40Z
dc.date.available 2025-05-10T16:43:40Z
dc.date.issued 2018
dc.department T.C. Van Yüzüncü Yıl Üniversitesi en_US
dc.department-temp Kotluk N., Educational Sciences, Van, Turkey; Kocakaya S., Department of Science and Mathematics Education, Yüzüncü Yil University, Van, Turkey en_US
dc.description.abstract The aim of this study is to survey teachers' views about culturally relevant/responsive education (CRE), in Turkey, in terms of some variables. The study was designed as a descriptive survey model. The data were collected by means of a scale, Culturally Relevant Education View Scale (CREVS), developed by the researchers. The scale was implemented with 1302 teachers who were selected through random-stratified sampling and who are currently working in seven different provinces: Van, Diyarbakır, Konya, Antalya, İzmir, İstanbul, and Trabzon. Descriptive statistics and non-parametric tests were used in the analysis of the data. The results clearly indicate that the teachers are mostly positive toward CRE, they view CRE as a needed education pedagogy (%87) and think CRE can be effective (%85), due to cultural diversity in Turkey. It also appeared that teachers are moderately concerned (%53) about CRE and that teachers' views differ significantly according to personal (gender), environmental (the geographical area where they grew up, the level of family socioeconomic status), educational (the graduation programs, branches/subjects, the experiences related to diversity/multicultural education), and professional (the number of cities they have worked, the province/city they teach currently) characteristics. Based on our findings, we suggest making CRE a central part of teacher education, both during initial preparation and during professional development. © 2018, Florida Gulf Coast University. All rights reserved. en_US
dc.identifier.endpage 117 en_US
dc.identifier.issn 2149-1291
dc.identifier.issue 2 en_US
dc.identifier.scopus 2-s2.0-85058393891
dc.identifier.scopusquality Q1
dc.identifier.startpage 98 en_US
dc.identifier.uri https://hdl.handle.net/20.500.14720/246
dc.identifier.volume 5 en_US
dc.identifier.wosquality N/A
dc.language.iso en en_US
dc.publisher Florida Gulf Coast University en_US
dc.relation.ispartof Journal of Ethnic and Cultural Studies en_US
dc.relation.publicationcategory Makale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanı en_US
dc.rights info:eu-repo/semantics/closedAccess en_US
dc.subject Cultural Diversity In Turkey en_US
dc.subject Culturally Relevant Pedagogy en_US
dc.subject Culturally Responsive Teaching en_US
dc.subject Teacher Education en_US
dc.subject Teachers’ Views en_US
dc.title Culturally Relevant/Responsive Education: What Do Teachers Think in Turkey en_US
dc.type Article en_US

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