Türk ve Alman Okul Öncesi Öğretmen Eğitimi Programlarında Çok Kültürlü Eğitim Kavramı: Bir Karşılaştırma Çalışması

Abstract

This study was conducted using a holistic multiple case study design to determine the similarities and differences of the concept of multicultural education in Turkish and German preschool teacher education programs. The data were obtained from the documents of Turkish and German early childhood teacher education undergraduate programs and interviews with instructors. The data obtained were analyzed by descriptive analysis method. The findings show that the programs of the Universities of Potsdam (FHP) and TH Köln (THK) focus on practical applications, while the Justus-Liebig Giessen (JLU) and Catholic University (KHSB) programs aim to balance theoretical knowledge with practice. It was observed that the Council of Higher Education (YÖK) program emphasizes theoretical knowledge and aims to develop critical thinking, nevertheless, practical experiences should be increased. Both Turkish and German educators define multiculturalism as the coexistence of different cultures and emphasize the integration of this diversity into education. It was found that the Turkish education system limited multicultural education in course content, whereas the German education system integrated multicultural education more broadly into its programs. As a result, it was determined that Turkish education policies should include inclusive issues such as gender equality, social justice and multiculturalism and that the policies of both countries should be developed to support cultural diversity. It is emphasized that pre-service teachers should develop balanced theoretical and practical skills and that teaching staff should participate in continuous professional development programs. Lack of financial support, time and practical application are important problems in multicultural education in both countries.