Nevide akpinar dellal matthias gleitze katarzyna wado

İLKOKUL ÖĞRENCİLERİNİN TELEVİZYON İZLEME NEDENLERİ ÜZERİNE BİR ARAŞTIRMA

Arş. Gör. Nebi ALTUNOVA, Van Yüzüncü Yıl Üniversitesi, [e-mail]
ÖZET

Bu araştırmanın amacı ilkokul seviyesindeki çocukların televizyon izleme nedenlerini ortaya çıkarmaktır. Bu genel amaç doğrultusunda ''Çocukların televizyon izleme nedenleri nelerdir?'' sorusunun cevabı aranmıştır. Televizyon, günümüzde çokça kullanılan bir iletişim aracıdır. Televizyonun insanlar için yararları çok sınırlı iken zararları ise oldukça fazladır. Özellikle küçük yaştaki çocukların uzun süreler televizyon izlemesi beraberinde bazı problemler getirmektedir. Aşırı televizyon izleme sonucu ortaya çıkan problemleri azaltmak amacıyla yapılan bu çalışma ile çocukların televizyon izleme nedenleri anlaşılmaya çalışılmıştır. Araştırma nitel yöntemlerden durum çalışması ile desenlenmiştir. Araştırmanın çalışma grubunu Gaziantep merkezde bulunan bir ilkokulun 4. Sınıf düzeyindeki öğrencileri oluşturmaktadır. Araştırmanın verileri bireysel görüşme yoluyla toplanmıştır. Görüşme sırasında tek soru sorulmuştur. Sorulan sorunun amaca uygunlu olması için uzman görüşüne başvurulmuştur. Uzman görüşü neticesinde görüşme sorusunun amaca uygun olduğuna karar verilmiştir. Sınıf listesinden rastgele seçilen 7 kız ve 7 erkek öğrencin ile görüşme yapılmıştır. Görüşmede öncelikle öğrenciler ile günlük konular hakkında konuşulmuş ve rahatlamaları sağlanmıştır. Ardından “televizyon izliyor musun? İzliyorsan neden izlediğini bana anlatır mısın” şeklinde bir soru sorulmuştur. Elde edilen verileri yorumlamak için betimsel analiz tekniği kullanılmıştır. Veriler analiz edilirken Araştırmadan elde edilen bulgulara bakıldığında çocukların televizyon izleme nedenleri olarak bilgi edinme ve eğlenme belirlenmiştir. Ancak düşünülenin aksine çocukların çizgi filmleri çok izlemedikleri görülmüştür. Ayrıca çocukların televizyon karşısında oldukça fazla zaman geçirdikleri görülmüştür. Bu bulgulara dayanarak aşağıdaki öneriler getirilebilir Okullarda yürütülen rehberlik faaliyetlerinde boş zaman değerlendirme ile ilgili bilgilendirme yapılabilir. Velilerin televizyona alternatif olarak çocuklara başka seçenekler sunabilir. Televizyonun çocuklar üzerindeki zararları hakkında veliler bilgilendirilebilir.

Anahtar sözcükler: televizyon izleme, çocuklar, boş zaman etkinliği

SHAPING PUPIL’S IDENTITIES BASED ON THE EDUCATIONAL CONTENTS OF POLISH SCHOOL TEXTBOOKS OF THE ELEMENTARY EDUCATION

Dr. Elżbieta MACH, Jagiellonian University, [e-mail]

ABSTRACT

Modern socio-political processes taking place in Europe, the intensified phenomenon of migration and mobility, as well as intensive cultural diffusion puts schools and teachers a new educational challenge. In the context of building a multicultural image of reality, shaping the identity of pupils and defining the border between self and non-self becomes essential in the process of preparing a child for functioning in a complex and constantly changing society. This is a very important issue, especially in countries, which like Poland are considered as monocultures, where pupils do not experience multiculturalism on a daily basis, and where traditional education limits their identity to understanding it in national and mono-religious categories. Shaping the identity of a man begins at the moment of birth, at first in families and non-institutional environments such as the local community, peer groups, special interests groups, church and media. However, at the early stage of school education, it is the school and teacher who are the undisputed authorities, the main source of knowledge on the world and a role model. It is the school and teacher who are crucial in building the pupil’s worldview and self-image. It is on the basis of experience, knowledge and observations that the pupil defines its place and role in society, takes on first duties, makes decisions and is responsible for them. The pupil has a chance to be an active member of the school community, and although on a small scale, to participate actively in democratic processes and to build its active civic attitude. The school handbook is an important tool for building these attitudes, social behaviors, the way of seeing the world and own place in it. The author seeks an answer to research question: Do Polish school textbooks for the early school education prepare pupils to live in a complex and multicultural society, shaping their identity in a wider, European perspective? The article presents results of analysis of the contents of Polish school textbooks for the early school education and guidelines included in documents of the Polish Ministry of National Education, in the context of intercultural and multicultural education, stereotypical perception of the representatives of other nations, patriotic and European education.

Keywords: active European citizenship, multicultural education, identity, patriotism, mobility, elementary education, educational policy.

TEACHERS’ PERCEPTIONS AND ATTITUDES TOWARDS REFUGEE STUDENTS’ EDUCATION: THE CASE OF TURKISH PRIMARY SCHOOLS

Lecturer Aysuhan SARAL, Atatürk University, [e-mail]

PhD Student David KUNYU, University of Potsdam, [e-mail]

ABSTRACT

Increased migration in recent decades has created more diverse societies, a phenomenon that has impacted on the way teachers can teach and learners can learn. Teacher training therefore, becomes a crucial process in regard to dealing with more diverse classrooms.  The process of including all learners within the education cycle regardless of their culture, language, religion and race requires teachers who are well prepared to manage school and classroom diversity. This study thus investigates the perceptions of refugees’ teachers and their attitudes towards refugees and their education in primary schools in Hatay and Samsun provinces, in Turkey. The qualitative study employs a purposive sampling, with a total of 22 teachers from both provinces interviewed. Semi-structured interviews were used and the collected data was analyzed thematically. The inductively generated themes lean towards linguistic, academic abilities, and cultural differences between the mainstream and refugee learners, as factors defining teachers’ attitudes towards refugee students. The study reveals that teachers tend to perceive cultural heterogeneity as a challenge. They are in favour of monoculture classrooms. Even though no teacher training is offered to teachers teaching refugees, there are no deliberate efforts by teachers to change their teaching approaches to favour inclusion of refugees. It was also found that refugees’ teachers have low expectations on both behaviour and academic achievements of refugees, a perception that is associated with their low socioeconomic status. On language being a barrier with most teachers teaching refugees, it is surprising that majority of teachers are against hiring of refugee teachers as their assistants to support learning. They however, suggest hiring of school counsellors to offer psychosocial support to refugee children. The findings further suggest that teachers’ attitude towards refugee learners and their education has led to a degradation of their identity and their development of a low self-esteem. We conclude that there exists a teacher training gap, and teachers should be provided with in-service trainings and suitable materials for refugees’ education. In addition, a curriculum with a multicultural education approach is desirable.

Keywords: Perceptions, teachers, refugees in Turkey, multicultural education, diversity.