Migration Fact from Perspective of Turkish Prospective Teachers and Its Effect on Education

N

18

Foreign Countries; Migration; Preservice Teachers; Student Attitudes; Figurative Language; Discourse Analysis; Opinions; Coding; Content Analysis; Education; Phenomenology

2501-1111

Migration can be regarded as a social phenomenon by changing the policies of social life and countries. Both the whole world and Turkey act as a scene for diverse and intense migration mobility in recent years Escape way of economy, changes in political and social life, readjustment of borders in Eastern Europe and developments in Middle East have accelerated individual and massive migration movements. It is clear that the immigration phenomenon and its multicultural life and effects will continue to transform for many years. It is important to determine the migration perceptions of prospective teachers who will prepare generations for such an age of transformation. The aim of the study is to examine migration fact and effects of migration on education from prospective teachers' points of view. To answer the main statement of the research, two sub-questions were formed. 1) With which metaphors migration fact is explained by prospective teachers? Which categories can be formed in terms of common features of metaphors revealed by prospective teachers? 2)What are opinions of prospective teachers on effects of migration fact on educational system? In this research phenomenologic pattern method was used. The prospective teachers were asked a metaphor question in parallel with research questions and an open-ended question. The data was decoded by content analysis method. 152 prospective teachers participated into the study. As a result, categories of "new life," "psychological dimension," "socio-cultural dimension," "child and woman abuse," "tragedies experienced during migration," "migration geography" and "economic dimension" were formed from the metaphors produced relating to migration fact by the prospective teachers. The prospective teachers produced both positive and negative metaphors, however most of metaphors were negative. Categories of "education programs," "future of education," "social-emotional education for social agreement" and "school structures and management relationship" were formed based on opinions of the prospective teachers relating to the effects of migration fact on Turkish educational system.

As Provided

31

2017

ED578204