| Yazarlar (5) |
Pınar Mercan Kucukakın
Ankara Yildirim Beyazit University, Turkey |
|
Ozlem Yildirim Tasti
Aksaray Üniversitesi, Turkey |
|
Rahime Cobanoglu
Sinop Üniversitesi, Turkey |
|
Tuba Gokmenoglu
Ministry of National Education, Turkey |
Doç. Dr. Mustafa Öztürk AKCAOĞLU
Kastamonu Üniversitesi, Türkiye |
| Özet |
| Creating culturally responsive learning environments stands as a pivotal objective for 21st-century classrooms to foster inclusive and equitable education. This phenomenological inquiry explores the perceptions and practices of classroom teachers regarding Culturally Responsive Pedagogy (CRP) within the educational context of Türkiye. To this end, semi-structured interviews were conducted with 11 teachers purposefully selected from public schools in Gaziantep, a city notable for its increased cultural diversity in the country. Content analysis was utilized for data analysis. The following themes emerged in the study: Barriers to Culturally Responsive Pedagogy and Culturally Responsive Pedagogy Practices. The findings indicate that, although there are instances of culturally responsive practices being implemented and positive perceptions of CRP among educators, substantial challenges persist in integrating CRP effectively within classroom settings. The study highlights the need for effective professional development and teacher training focused on CRP. |
| Anahtar Kelimeler |
| cultural diversity | culturally responsive pedagogy | culturally responsive teacher | urban classroom | urban teachers |
| Makale Türü | Özgün Makale |
| Makale Alt Türü | SSCI, AHCI, SCI, SCI-Exp dergilerinde yayımlanan tam makale |
| Dergi Adı | Education and Urban Society |
| Dergi ISSN | 1552-3535 Wos Dergi Scopus Dergi |
| Dergi Tarandığı Indeksler | SCOPUS, SSCI |
| Dergi Grubu | Q3 |
| Makale Dili | İngilizce |
| Basım Tarihi | 04-2025 |
| Sayı | 1 |
| Doi Numarası | 10.1177/00131245251334358 |
| Makale Linki | https://doi.org/10.1177/00131245251334358 |
| Atıf Sayıları |
