Journal of Research in Social Sciences and Language

Teacher Perceptions about the Culturally Responsive Education Approach of the Turkish Education System: Q Methodology Study

Osman Barutcu, Gürkan Sarıdaş, Funda Nayir — Fri, 09 Aug 2024 00:00:00 +0100

The aim of this study is to examine which issues teachers' perspectives focus on in culturally responsive educational practices within the Turkish education system, identifying points of consensus and disagreement, and exploring the reasons behind the most extreme statements. Q methodology was used to collect and analyze the data. Twenty-one volunteer teachers participated in the research. Q statements regarding culturally responsive education were created based on opinions in the literature. As a result of the analysis, it was found that teachers agreed with the statement "students' cultural competence skills for different cultures are increased." Conversely, teachers disagreed with the statement "measures are taken against discrimination towards different cultures." Teachers felt hesitant to share their opinions on the statements they strongly agreed or disagreed with due to the sensitivity of the subject. The research findings recommend that teachers be provided with concrete practices and good examples of culturally responsive education.

Designing a Longitudinal, Quantitative Measurement of Teachers’ Beliefs about Multilingualism: A Research Protocol

Tobias Schroedler, Anna Ritter, Caroline Böning — Sat, 24 Aug 2024 00:00:00 +0100

An increasing necessity to prepare future teachers to cater for the needs of multilingual learners has led to growing research in education and educational linguistics across the world. This paper presents the methodological design of a longitudinal research project that measures the affective-motivational competence development of pre-service teachers with regard to multilingual learners. The project is based within a large German teacher education programme during which pre-service teachers attend several compulsory modules on multilingualism as part of their early professionalisation. The affective-motivational competence development of two full cohorts of prospective middle school teachers (n = 499) is observed in four test intervals across their five-year programme. The present paper limits itself to reporting on the complex design, the measurement instruments, and the methodological challenges of a longitudinal observation of relevant competence facets. The paper closes with a critical reflection of both the opportunities and the limitations of the research design presented here.