Özet:

This research aims to identify the relationship between teachers’ attitudes towards multicultural education and classroom practices in comprehensive education. The work group of this study, which uses the Relational Scanning Model, consists of 317 teachers. The study used the "Metage of Attitude towards Multicultural Education" and the "Metage of Application in Teacher's Class in Capsional Education". The data was analyzed using visual statistics, t-test, ANOVA, Pearson Collapse Moments Correlation ratio and scale regression analysis. The research has found that teachers’ attitudes towards multicultural education are high, and their classroom practices in comprehensive education are very high. The teachers who participate in the service-in-service training seminar for comprehensive education have been found to be at a higher level in their class-in-class practices related to comprehensive education. Two-language teachers have a more positive attitude towards multicultural education. The conclusion has been that the attitudes of foreign language teachers towards multicultural education are more positive than teachers in the field of basic education. The result is that teachers with less professional experience have a more positive attitude towards multicultural education and more place in their classroom practices in comprehensive education. The study found that the increased positive attitudes of teachers towards multicultural education, the increased class-in-class practices of comprehensive education. In addition, it has been established that teachers’ attitudes towards multicultural education have the power to explain 19% of the variation in teachers’ inter-class practices in comprehensive education of the underdimensions of acceptance of cultural differences and consideration of cultural differences.