Investigation of Ethnopedagogical Factors in Teacher Education: Kyrgyzstan Sample

Yaprak Alagöz Hamzaj, K. Selvi
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引用次数: 2

Abstract

The purpose of this study is to investigate the ethnopedagogy education in the teacher education programs in Kyrgyzstan. Basic qualitative research method was applied in the study. The data were collected through document review and interviews with graduate students from Kyrgyz-Turkish Manas University and instructors. The researcher stayed in Bishkek, Kyrgyzstan for 50 days to collect the data, the documents and to plan and conduct the interviews. The data collected via document review and interviews, were analyzed by content analysis method. As a result of the analysis, information about the ethnopedagogy class at Kyrgyz-Turkish Manas University teacher education program was reviewed and the instructors’ opinions about ethnopedagogy education at teacher education programs and the graduate students’ opinions about the ethnopedagogy class were identified. The most important result can be seen as that instructors and students give great importance to ethnopedagogy and adopt its ideas. They also indicated further insight and concrete proposals. As a country with a deep and rich history, it would be a great chance for Turkey to benefit from this educational experience.
教师教育中的民族教育因素调查:吉尔吉斯斯坦样本
摘要本研究旨在探讨吉尔吉斯斯坦教师教育计划中的民族教育学教育。本研究采用了基本的定性研究方法。数据是通过文献审查和对吉尔吉斯-土耳其马纳斯大学研究生和教师的访谈收集的。研究人员在吉尔吉斯斯坦比什凯克停留了50天,收集数据、文件并计划进行访谈。通过文献查阅和访谈收集的数据,采用内容分析法进行分析。分析的结果是,回顾了吉尔吉斯-土耳其玛纳斯大学教师教育项目的民族教育学课程的信息,并确定了教师对教师教育项目的民族教育学教育的意见和研究生对民族教育学课程的意见。最重要的结果是,教师和学生对民族教育学的重视和接受。他们还提出了进一步的见解和具体建议。作为一个有着深厚而丰富历史的国家,这将是土耳其从这一教育经验中受益的绝佳机会。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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