TÜRKÇE ÖĞRETMENLERİNİN KÜLTÜREL DEĞERLERE DUYARLILIKLARININ BAZI DEĞİŞKENLER AÇISINDAN İNCELENMESİ
Özet
Culture is intertwined with the most basic values of the society and directs the social and individual life both today and in the future. The fact that new generations are carriers of these cultural values depends on the suitability of formal education environments as well as informal education environments. Teachers, who are also the most important element of formal education environments, need to be examined their sensitivity to cultural values in order to raise students who are sensitive to cultural values. In this study, it has been aimed to examine the sensitivity of Turkish teachers to cultural values in terms of some variables (gender, age, experience, whether or not they work with foreign students). Culturally sensitive teacher scale developed by Karataş (2020) was used as a data collection tool in the research in which the descriptive survey model was applied. The scale consisting of 14 items and 3 sub-dimensions (awareness, pedagogical, sensitivity) was applied to 141 teachers working in state schools. The suitability of the obtained data for analysis was checked according to the Skewnes and Kurtosis tests, and the Mann Whitney-U Test and Kruskall Wallis-H Test, which are non-parametric tests with basic statistical procedures, were applied in the analysis of the data. The results obtained in the study have shown that the cultural values of Turkish teachers are at a very good level in the dimension of awareness and sensitivity, and at a good level in the pedagogical dimension. In addition, it has been shown that gender, age, experience and whether they work with foreign students do not make a significant difference in terms of Turkish teachers' sensitivity to cultural values.
Anahtar Kelimeler
Turkish teacher, culture, sensitivity to cultural values.