Pre-service Teachers' Self-Efficacy Beliefs in Teaching Refugee Background Students at Turkish Public Schools
The number of school-aged refugee background children on Turkish soil was estimated to be over 2 million in 2022. Acknowledging the importance of qual.
- Pub. date: July 15, 2023
- Pages: 1195-1205
- 649 Downloads
- 1073 Views
- 2 Citations
The number of school-aged refugee background children on Turkish soil was estimated to be over 2 million in 2022. Acknowledging the importance of quality education for these children to achieve equity in Turkish-only public schools, this study examined pre-service teachers' self-efficacies in teaching refugee-background students (RBS). Data were collected from 437 pre-service teachers studying at eight different teacher education programs via the adopted Teachers' Sense of Efficacy Scale (TSES) and analyzed with the Tukey multiple comparison test. The findings revealed that pre-service teachers rated low self-efficacies in teaching the RBSs. A comparison of mean scores based on the programs indicated that pre-service teachers in the early education programs scored the lowest self-efficacy while the pre-service teachers in Physical Education programs scored the highest. Moreover, the self-efficacies of bilingual pre-service teachers differed significantly from monolingual Turkish proficient pre-service teachers implying a positive correlation between pre-service teachers’ self-efficacies and bi/multilingualism. Lastly, senior pre-service teachers rated higher self-efficacies than freshmen, junior, or sophomore pre-service teachers. The study implied a need for culturally and linguistically responsive pedagogies and differentiated instruction in the teacher education curriculum to prepare pre-service teachers better for the RBSs in Turkish public schools.
refugee background student education culturally and linguistically diverse populations teacher education teacher self efficacy
Keywords: Refugee-background student education, culturally and linguistically diverse populations, teacher education, teacher self-efficacy.
References
Alpaydın, Y. (2017). An analysis of educational policies for school-aged Syrian refugees in Turkey. Journal of Education and Training Studies, 5(9), 36-44. https://doi.org/10.11114/jets.v5i9.2476
Arslan, Ü., & Ergul, M. (2022). Mülteci öğrencilerin eğitimlerinde yaşadıkları sorunlar: Öğretmenlerin perspektifinden bir delphi çalışması [Problems experienced by refugee students in their education: A delphi study from teachers' perspectives]. Pamukkale University Journal of Education/ Pamukkale Üniversitesi Eğitim Fakültesi Dergisi, (54), 1-31. https://doi.org/10.9779/pauefd.820780
Arslangilay, A. S. (2018). Are Turkish pre-service teachers ready for migrant students? Journal of Education and Learning, 7(2), 316-328. https://doi.org/10.5539/jel.v7n2p316
Association of Refugees. (2023, January 9). Türkiye’deki Suriyeli sayısı Nisan 2022 [The number of Syrians in Turkey in April 2022]. https://bit.ly/41mKbHi
Atalay, N., Kılıc, Z., Anılan, B., Anılan, H., & Anagün, Ş. S. (2022). Syrian refugee children's education in Turkish public schools: Primary school teachers' experiences. Journal of Qualitative Research in Education, (29), 265-281. https://doi.org/10.14689/enad.10
Aydin, H., & Kaya, Y. (2019). Education for Syrian refugees: The new global issue facing teachers and principals in Turkey. Educational Studies, 55(1), 46-71. https://doi.org/10.1080/00131946.2018.1561454
Balcı, Ö., Şanal, F., & Durak Üğüten, S. (2019). An investigation of pre-service EFL teachers’ self-efficacy beliefs. International Journal of Modern Education Studies, 3(1), 41-53. https://bit.ly/3MUecd7
Bandura, A. (1977). Self-efficacy: Toward a unifying theory of behavioral change. Psychological Review, 84(2), 191–215. https://doi.org/10.1037/0033-295X.84.2.191
Bozkırlı, K. Ç., Er, O., & Alyılmaz, S. (2018). Teacher opinions based evaluation of problems in Turkish instruction to Syrians. European Journal of Foreign Language Teaching, 3(2), 130-147. https://doi.org/10.5281/zenodo.1251566
Carbonneau, K. J., Ardasheva, Y., Lightner, L., Newcomer, S. N., Ernst-Slavit, G., Morrison, J. A., & Morrison, S. J. (2022). Moving beyond the classroom: Pre- and in-service teachers' self-efficacy for working with culturally and linguistically diverse students. Teaching Education. Advance online publication. https://doi.org/10.1080/10476210.2022.2104832
Cho, S., Lee, H., & Herner-Patnode, L. (2020). Factors influencing pre-service teachers' self-efficacy in addressing cultural and linguistic needs of diverse learners. The Teacher Educator, 55(4), 411-429. https://doi.org/10.1080/08878730.2020.1805835
Cooke, S., & Faez, F. (2018). Self-efficacy beliefs of novice French as a second language teachers: A case study of Ontario teachers. Canadian Journal of Applied Linguistics, 21(2), 1–18. https://doi.org/10.7202/1057963ar
Çubukçu, F. (2008). A study on the correlation between self-efficacy and foreign language learning anxiety. Journal of Theory and Practice in Education/ Eğitimde Kuram ve Uygulama, 4(1), 148-158. https://bit.ly/3UO06vK
Cummins, J. (2008). BICS and CALP: Empirical and theoretical status of the distinction. In N. H. Hornberger (Ed.), Encyclopedia of language and education (pp. 487-499). Springer. https://doi.org/10.1007/978-0-387-30424-3_36
Dilek, Ş., Boyaci, B., & Yaşar, E. (2018). Teaching Turkish as a second language to Syrian refugees. Educational Research and Reviews, 13(18), 645-653. https://doi.org/10.5897/ERR2018.3565
Ekin, S., & Yetkin, R. (2021). Teachers' attitudes to Syrian refugee students in Turkey. Eurasian Journal of Applied Linguistics, 7(1), 383–396. https://doi.org/10.32601/ejal.911458
Ergen, H., & Şahin, E. (2019). Sınıf öğretmenlerinin Suriyeli öğrencilerin eğitimi ile ilgili yaşadıkları problemler [Classroom teachers' problems related to the education of Syrian students]. Mustafa Kemal University Journal of Social Sciences Institute/ Mustafa Kemal Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 16(44), 377-405. https://bit.ly/3mMz4bp
Gay, G. (2002). Preparing for culturally responsive teaching. Journal of Teacher Education, 53(2), 106–116. https://doi.org/10.1177/0022487102053002003
Gürel, D., & Büyükşahin, Y. (2020). Education of Syrian refugee children in Turkey: Reflections from the application. International Journal of Progressive Education, 16(5), 426-442. https://doi.org/10.29329/ijpe.2020.277.26
İşigüzel, B., & Baldık, Y. (2019). Göçmen toplulukların eğitim sistemine katılımı sürecinde uygulanan eğitim ve dil politikalarının incelenmesi [Investigation of education and language policies for immigrant communities in educational systems]. Nevşehir Hacı Bektaş Veli University Journal of ISS/ Nevşehir Hacı Bektaş Veli Üniversitesi SBE Dergisi, 9(2), 487-503. https://bit.ly/3GXWxNM
Joseph, S., Thomas, M., Simonette, G., & Ramsook, L. (2013). The impact of differentiated instruction in a teacher education setting: Successes and challenges. International Journal of Higher Education, 2(3), 28-40. https://doi.org/10.5430/ijhe.v2n3p28
Kardeş, S., & Akman, B. (2018). Suriyeli mültecilerin eğitimine yönelik öğretmen görüşleri [Teachers' views on the education of Syrian refugees]. Elementary Education Online/ İlköğretim Online, 17(3), 1224-1237. https://doi.org/10.17051/ilkonline.2018.466333
Kaya, D., & Ok, G. (2021). Problems encountered by mathematics and science teachers in classrooms where Syrian students under temporary protection status are educated and suggestions for solution. International Journal of Contemporary Educational Research, 8(1), 111-127. https://doi.org/10.33200/ijcer.774094
Kaysılı, A., Soylu, A., & Sever, M. (2019). Exploring major roadblocks on inclusive education of Syrian refugees in school settings. Turkish Journal of Education, 8(2), 109-128. https://doi.org/10.19128/turje.496261
Kocak, O., Arifoglu, A. T., & Younis, M. Z. (2021). Determination of social exclusion among young Syrian refugees living in Turkey. European Journal of Environment and Public Health, 5(2), Article em0076. https://doi.org/10.21601/ejeph/10908
Kotluk, N., & Kocakaya, S. (2020). Examining teachers' culturally relevant education self-efficacy perceptions in Turkey. Discourse and Communication for Sustainable Education, 11(2) 137-158. https://doi.org/10.2478/dcse-2020-0023
Kubilay, S., & Kılıç, R. (2019). Awareness level and self-efficacy beliefs of pre-service primary school teachers regarding Syrian students' education in Turkey. Asian Journal of Education and Training, 5(1), 248–254. https://doi.org/j6pk
Ladson‐Billings, G. (1995). But that's just good teaching! The case for culturally relevant pedagogy. Theory Into Practice, 34(3), 159–165. https://doi.org/10.1080/00405849509543675
Lucas, T., & Villegas, A. M. (2013). Preparing linguistically responsive teachers: Laying the foundation in pre-service teacher education. Theory Into Practice, 52(2), 98–109. https://doi.org/10.1080/00405841.2013.770327
McCarthy, A. T. (2018). Politics of refugee education: educational administration of the Syrian refugee crisis in Turkey. Journal of Educational Administration and History, 50(3), 223-238. https://doi.org/10.1080/00220620.2018.1440541
Nguyen, N. L. D., Nghia, T. T., Thy, P. H., & Yen Nhi, H. T. (2022). The relationship between students' self-efficacy beliefs and their English language achievement. Journal of English Language Teaching and Applied Linguistics, 4(2), 102-112. https://doi.org/10.32996/jeltal.2022.4.2.10
Paneque, O. M., & Barbetta, P. M. (2006). A study of teacher efficacy of special education teachers of English language learners with disabilities. Bilingual Research Journal, 30(1), 171-193. https://doi.org/cpv4bv
Pintrich, P. R., & Schunk, D. H. (1996). Motivation in education: Theory, research, and applications. Prentice Hall.
Promoting Inclusive Education for Kids in the Turkish Education System. (2019, September 20). Uyum sınıfları ile ilgili sorulan sıkça sorular [Frequently asked questions about the inclusion classrooms]. https://piktes.gov.tr/Haberler/Details/208
Romijn, B. R., Slot, P. L., Leseman, P. P. M., & Pagan, V. (2020). Teachers' self-efficacy and intercultural classroom practices in diverse classroom contexts: A cross-national comparison. International Journal of Intercultural Relations, 79, 58-70. https://doi.org/10.1016/j.ijintrel.2020.08.001
Santangelo, T., & Tomlinson, C. A. (2009). The application of differentiated instruction in postsecondary environments: Benefits, challenges, and future directions. International Journal of Teaching & Learning in Higher Education, 20(3), 307-323. https://bit.ly/41n87u9
Seydi, A. R. (2013). Türkiye’deki Suriyeli akademisyen ve eğitimcilerin görüşlerine göre Suriye’deki catışmaların Suriyelilerin eğitim sürecine yansımaları [Reflections of conflicts in Syria on the education process of Syrians from the perspectives of Syrian academicians and educators in Turkey]. SDU Faculty of Arts and Sciences Journal of Social Sciences/ SDÜ Fen Edebiyat Fakültesi, Sosyal Bilimler Dergisi, (30), 217-241. https://bit.ly/43I9JAh
Taşkın, P., & Erdemli, O. (2018). Education for Syrian refugees: Problems faced by teachers in Turkey. Eurasian Journal of Educational Research, 75, 155-178. https://bit.ly/3AeEb7C
Tschannen-Moran, M., & Hoy, A. W. (2001). Teacher efficacy: Capturing an elusive construct. Teaching and Teacher Education, 17(7), 783–805. https://doi.org/10.1016/S0742-051X(01)00036-1
Tschannen-Moran, M., Woolfolk Hoy, A., & Hoy, W. K. (1998). Teacher efficacy: Its meaning and measure. Review of Educational Research, 68(2), 202–248. https://doi.org/10.3102/00346543068002202
Turkish Ministry of National Education. (2022). 2021-2022 eğitim-öğretim yili verileri [2021-2022 academic year data]. https://bit.ly/3z85ijP
Tümkaya, S., & Çopur, E. (2020). Suriyeli ailelerin ilkokulda aile katilimina iliskin ogretmen gorusmeleri [Teacher interviews on family involvement of Syrian families in primary school]. Çukurova Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 29(3), 368-386. https://doi.org/10.35379/cusosbil.746471
Vidwans, M., & Faez, F. (2019). Teaching in Canada's linguistically and culturally diverse classrooms: Self-efficacy perceptions of internationally educated teachers. TESL Canada Journal, 36(2), 48-67. https://doi.org/10.18806/tesl.v36i2.1313
Wernicke, M. (2019). Toward linguistically and culturally responsive teaching in the French as a second language classroom. TESL Canada Journal, 36(1), 134–146. https://doi.org/10.18806/tesl.v36i1.1306
Yiğit, A., Şanlı, E., & Gokalp, M. (2021). Türkiye’deki Suriyeli öğrencilerin okula uyumlarına yönelik öğretmen, okul yöneticileri ve öğrencilerin görüşleri [Opinions of teachers, school administrators, and students on the school adjustment of Syrian students in Turkey]. Ondokuz Mayis University Journal of Education Faculty/ Ondokuz Mayıs Üniversitesi Eğitim Fakültesi Dergisi, 40(1), 471-496. https://bit.ly/41mhYjz