International Association of Educators   |  ISSN: 2834-7919   |  e-ISSN: 1554-5210

Original article | International Journal of Progressive Education 2020, Vol. 16(2) 111-122

Relationships between Prospective Teachers' Multicultural Education Attitudes and Classroom Management Styles

Murat Debbağ & Mustafa Fidan

pp. 111 - 122   |  DOI: https://doi.org/10.29329/ijpe.2020.241.8   |  Manu. Number: MANU-1911-22-0002.R1

Published online: April 02, 2020  |   Number of Views: 492  |  Number of Download: 1031


Abstract

This correlation study investigates the relationships between prospective teachers’ multicultural education attitude and classroom management styles. The participants were 495 prospective teachers majoring in different departments of education faculties at two state universities in Turkey. “Democracy and Multicultural Education Attitude Scale” and “Classroom Management Style Scale” were used as data collection tools. Correlation and regression analyses were performed for data analysis by using SPSS 23.0 software. The results of descriptive analyses showed that most of the participants adopted authoritative style in terms of classroom management. Also, they had positive attitudes towards multicultural and democracy education. According to correlation analysis, there were significant relationships between the variables. Specifically, authoritative style was a powerful predictor of the attitude towards democracy and multicultural education. The prospective teachers with more authoritarian and indifferent styles had more biases towards multicultural education. Moreover, it is estimated that discussion and educational implications will shed light on teacher education.

Keywords: Multiculturalism, Multicultural Education, Attitude, Classroom Management Style, Prospective Teacher.


How to Cite this Article?

APA 6th edition
Debbag, M. & Fidan, M. (2020). Relationships between Prospective Teachers' Multicultural Education Attitudes and Classroom Management Styles . International Journal of Progressive Education, 16(2), 111-122. doi: 10.29329/ijpe.2020.241.8

Harvard
Debbag, M. and Fidan, M. (2020). Relationships between Prospective Teachers' Multicultural Education Attitudes and Classroom Management Styles . International Journal of Progressive Education, 16(2), pp. 111-122.

Chicago 16th edition
Debbag, Murat and Mustafa Fidan (2020). "Relationships between Prospective Teachers' Multicultural Education Attitudes and Classroom Management Styles ". International Journal of Progressive Education 16 (2):111-122. doi:10.29329/ijpe.2020.241.8.

References
  1. Akçaoğlu, M. Ö. (2017). Çokkültürlü eğitim uygulamasının öğretmen adaylarının çokkültürlü eğitim ile sınıf yönetimi tutum ve yeterliklerine etkisi. Yayımlanmamış Doktora Tezi, Abant İzzet Baysal Üniversitesi Eğitim Bilimleri Enstitüsü, Bolu.  [Google Scholar]
  2. Akın, S., Yıldırım, A., & Goodwin, A. L. (2016). Classroom management through the eyes of elementary teachers in Turkey: A phenomenological study. Educational Sciences: Theory & Practice, 16, 771-797. [Google Scholar]
  3. Aktan, S., & Sezer, F. (2018). Sınıf yönetimi stilleri ölçeğinin psikometrik özelliklerinin incelenmesi. Kastamonu Education Journal, 26(2), 439-449. [Google Scholar]
  4. Aslan, M. (2017). Sosyal bilgiler öğretmenlerinin çokkültürlü eğitim ile ilgili görüşlerinin incelenmesi. Ahi Evran Üniversitesi Kırşehir Eğitim Fakültesi Dergisi, 18(2), 231-253. [Google Scholar]
  5. Aslan, M., & Kozikoğlu, İ. (2017). Öğretmenlerin çokkültürlü eğitime yönelik tutumları: Van ili örneği. Dicle Üniversitesi Ziya Gökalp Eğitim Fakültesi Dergisi, 31, 729-737. [Google Scholar]
  6. Banks, J. A. (1994). Multiethnic education: Theory and practice (3rd ed.). Boston: Allyn and Bacon. [Google Scholar]
  7. Banks, C. A. M., & Banks, J. A. (1995). Equity pedagogy: An essential component of multicultural education. Theory into Practice, 34(3), 152-158.  [Google Scholar]
  8. Banks, J. A. (2002). Transforming the mainstream curriculum.  Educational  Leadership, 51(8), 4-8. [Google Scholar]
  9. Banks, J. A. (2008). An introduction to multicultural education. Boston: Pearson Education. [Google Scholar]
  10. Banks, J. A. (2010). Multicultural education: Characteristics and goals. J. A. Banks & C. A. M. Banks (Eds.), Multicultural education: Issues and perspectives (pp. 3-30) (7th ed.). ABD: Wiley.  [Google Scholar]
  11. Bennett, C., Niggle, T., & Stage, F. (1990). Preservice multicultural teacher education: Predictors of student readiness. Teaching and Teacher Education, 6(3), 243-254. [Google Scholar]
  12. Başbay, A., Kağnıcı, D. Y., & Sarsar, F. (2013). Eğitim fakültelerinde görev yapmakta olan öğretim elemanlarının çok kültürlü yeterlik algılarının incelenmesi. Turkish Studies, 8(3),47-60. [Google Scholar]
  13. Bosworth, B. (1997). What is your classroom management profile? Teacher talk-a publication for secondary education teachers, 1(2). Retrieved from http://protectiveschools.org/drugstats/tt/v1i2/table.html. [Google Scholar]
  14. Büyüköztürk, Ş. (2012). Sosyal bilimler için veri analizi el kitabı: İstatistik, araştırma deseni, SPSS uygulamaları ve yorum (17. baskı). Ankara: Pegem Akademi.  [Google Scholar]
  15. Büyüköztürk, Ş., Kılıç Çakmak, E., Akgün, Ö. E., Karadeniz, Ş., & Demirel, F. (2012). Bilimsel araştırma yöntemleri (13. baskı). Ankara: Pegem Akademi. [Google Scholar]
  16. Cho, G., & DeCastro-Ambrosetti, D. (2005). Is ignorance bliss? Pre-service teachers’ attitudes toward multicultural education. The High School Journal, 89(2), 24–28. [Google Scholar]
  17. Çiftçi, A. S. (2015). İlkokul öğretmenlerinin sınıf yönetim tarzları ve demokratik değerlere ilişkin görüşleri arasındaki ilişki. Yayımlanmamış Yüksek Lisans Tezi, Çanakkale Onsekiz Mart Üniversitesi Eğitim Bilimleri Enstitüsü. [Google Scholar]
  18. Ekici, G., Aluçdibi, F., & Öztürk, N. (2012). Biyoloji öğretmenlerinin sınıf yönetimi profillerinin cinsiyet ve kıdem değişkenleri açısından incelenmesi. Dicle Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 4(8), 13-30. [Google Scholar]
  19. Emmer, E. T., Evertson, C. M., & Worsham, M. E. (2003). Classroom management for secondary teachers (6th ed.). Boston: Allyn and Bacon. [Google Scholar]
  20. Ertürk, S. (1993). Diktacı tutum ve demokrasi. Ankara: Kültür Bakanlığı Yayınları. [Google Scholar]
  21. Fidan, M., & Tuncel, M. (2018). Evaluation of information technologies teachers' in-class behaviours in the context of hidden curriculum. Journal of Education and Future, 14, 31-56. [Google Scholar]
  22. Gay, G. (1995). Curriculum theory and multicultural education. In J. A. Banks & C. A. Banks (Eds.), Handbook of research on multicultural education (pp. 25-43). New York: Macmillan. [Google Scholar]
  23. Schermelleh-Engel, K., Moosbrugger, H., & Müller, H. (2003). Evaluating the fit of structural equation models: Tests of significance and descriptive goodness-of-fit measures. Methods of Psychological Research Online, 8(2), 23-74. [Google Scholar]
  24. Kaya, Y. (2014). Öğretmen adaylarının çokkültürlü eğitim hakkındaki bilgi, farkındalık ve yeterliliklerinin belirlenmesi. Asya Öğretim Dergisi, 2(1), 102-115. [Google Scholar]
  25. Koçak, S., & Özdemir, M. (2015). Öğretmen adaylarının çok kültürlü eğitime yönelik tutumlarında kültürel zekânın rolü. Elementary Education Online, 14(4), 1352-1369. [Google Scholar]
  26. May, S., & Sleeter, C. (2010). Introduction. In S. May & C. Sleeter (Eds.), Critical multiculturalism: Theory and praxis (pp. 1-16). New York, NY: Routledge. [Google Scholar]
  27. Myers, D. G. (1996). Social psychology. New York: The McGraw-Hill Companies Inc [Google Scholar]
  28. Parekh, B. C. (2002). Rethinking multiculturalism: Cultural diversity and political theory. Cambridge, MA: Harvard University Press. [Google Scholar]
  29. Perkins, R. M. (2012). The multicultural awareness, knowledge, skills and attitudes of prospective teachers: A quantitative and heuristic phenomenological study. Unpublished Phd thesis, University of Missouri-Kansas. [Google Scholar]
  30. Premier, J. A., & Miller, J. (2010). Preparing pre-service teachers for multicultural classrooms. Australian Journal of Teacher Education, 35(2), 35-48. [Google Scholar]
  31. Sleeter, C., & McLaren, P. (1995). Multicultural education, critical pedagogy, and the politics of difference. Albany, NY: SUNY Press. [Google Scholar]
  32. Tavşancıl, E. (2014). Tutumların ölçülmesi ve SPSS ile veri analizi (5.basım). Ankara: Nobel yayın dağıtım. [Google Scholar]
  33. Taylor, B. (2009). Classroom management impacts student achievement. Retrieved from http://Files.Eric.Ed.Gov/Fulltext/ED506815.Pdf [Google Scholar]
  34. Toraman, Ç., Acar, F., & Aydin, H. (2015). Primary school teachers’ attitudes and knowledge levels on democracy and multicultural education: A scale development study. Review of Research and Social Intervention, 49, 41-58. [Google Scholar]
  35. Van der Zee K., Van Oudenhoven, J. P., Ponterotto, J. G., & Fietzer, A. W. (2013). Multicultural personality questionnaire: Development of a short form. Journal of Personality Assessment, 95(1), 118-124. [Google Scholar]
  36. Yaşar Ekici, F. (2017). Cultural intelligence levels of pre-service pre-school teachers and their attitudes towards multicultural education. Kastamonu Education Journal, 25(5), 1941-1956. [Google Scholar]
  37. Yazıcı, S., Başol, G., & Toprak, G. (2009). Öğretmenlerin çokkültürlü eğitim tutumları: Bir güvenirlik ve geçerlik çalışması. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 37, 229-242. [Google Scholar]
  38. Yurtal, F., & Yaşar, M. (2018). Peer bullying in classes according to teachers' classroom management profiles. SDU International Journal of Educational Studies, 5(2), 64-75. [Google Scholar]