Kapsayıcı Ortamlarda Kültüre Duyarlı Öğretim Etkinliklerinin Etkinlik Kuramı ve Yükleme Kuramı Perspektifiyle İncelenmesi
Özet
The main purpose of this thesis is to reveal the factors affecting the effective use of inclusive
pedagogy in instructional processes by examining primary school 4th grade teachers’
process of integrating inclusive culturally responsive teaching into teaching environments
from the perspective of the “Activity Theory” and “Attribution Theory”. The study was
conducted on three primary school teachers selected from a public school using the
purposive sampling technique. The study group of the thesis consists of primary school
fourth grade teachers who work in a school in Altındağ district of Ankara in the spring term
of the 2021-2022 school year and have children who are victims of forced migration in their
classes. The data collection tools of the study and inclusive culturally responsive teaching
practices were prepared by the researcher by seeking opinions of experts. The study
employed the case study design and in the data collection process, observation forms,
interview forms and field notes were used. In the study, data collection and data analysis
processes were carried out simultaneously and descriptive analysis and content analysis
methods were used together with the constant comparative method. As a result of the study,
it was determined what kinds of reflections were caused by the actions and processes that
emerged when the inclusive culturally responsive teaching practices were employed by the
primary school teachers in the instructional dimension. In addition, in the study, it was
attempted to reveal the aspects that need to be improved in the implementation of inclusive
culturally responsive teaching practices and to discover what inclusive teaching means to
teachers by taking the Activity Theory and Attribution Theory into account. In line with the
results, suggestions were made for the effective and efficient use of inclusive pedagogy by
teachers in the field.
