Özet:

The emergence of an educational understanding that is sensitive to cultural values has brought new roles to teachers, and it has gained importance that teachers take a role that integrates cultural diversity in the educational environment, leaving them out of traditional roles. At this point, it is considered important to reveal what the characteristics of teachers sensitive to cultural values should be and the importance of education in the teaching process. The purpose of the research is to reveal the characteristics of teachers in the context of educational practices sensitive to cultural values. The research is made up of three stages. In the first and second stages the educational practices that are sensitive to cultural values are studied, and in the third stages these characteristics are compared with the methods of measuring based on the ranking judgments. The data of the study was collected from 266 teachers working in public schools in the 2019-2020 academic year. The data obtained in the study was analyzed by the measurement method by ranking judgments. The findings have found that the teaching characteristics sensitive to cultural values have been classified as being democratic in life, thinking that students are different, being patient in the teaching process, knowing the student’s past life, having an innovative perspective, paying attention to professional development, tending to live a loving life, not being prejudiced to any individual, possessing universal values and being understandable to the people around them. The findings obtained in the study suggested that the characteristics identified within the scope of teachers through service training, teachers candidates through curriculum, teachers being awarenessed in the point of educational practices sensitive to cultural values.

Özet:

The emergence of an understanding of culturally responsive teaching has established new roles for teachers, and it has become important for teachers to take a role that integrates cultural differences in the teaching environment by stepping out of traditional roles. It is thought that it is important to reveal what the characteristics of teachers culturally responsive should be and their importance in the teaching process. The research aimed to identify the characteristics of teachers within the framework of practices culturally responsive teaching. The research consists of three phases. In the first and second stages, teacher characteristics were investigated within the framework of culturally responsive teaching practices, and in the third stage, these characteristics were compared with scaling methods based on ranking judgments. Data from the study was collected from 266 teachers who served in public schools during the 2019-2020 school year. Data obtained in the study was analyzed by scaling method with sorting judgments. As a result of the findings, being democratic in the life of culturally responsive teachers, thinking that students are different, being patient in the education and training process, knowing the student's past life, having an innovative perspective, giving importance to professional development, tending to live a loving life, it has been seen that they are listed as not being prejudiced, having universal values and being understanding towards the people around them. It has been proposed that the characteristics determined within the scope of the results obtained in the study should be acquired by teachers through in-service training, by the curriculum in teacher candidates and that teachers should be aware of practices culturally responsive teaching.

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