the principles of culturally responsive teaching in secondary schools

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alua, n., alua, s., elmira, a., dinara, s., sabira, n., & aktoty, a. (2022). technology of teaching ethno-cultural subjects in secondary schools. world journal on educational technology: current issues. 14(6), 1901-1914. https://doi.org/10.18844/wjet.v14i6.8362 contents: comment by windows8: mundarijaniing berilishi punktuatsiyasi va yozilish tartibi noto`g`ri introduction chapter.i. the principles of culturally teaching in secondary schools 1.1technology of teaching ethno-cultural subjects in secondary schools 1.2 the principles of culturally responsive teaching chapter.ii. culture-based materials of character education 2.1 language learning materials based on character education for secondary school students 2.2 best materials for teaching culture in the language classroom conclusion references introduction the factors that cause unity among people in the formation of a society have an important role in the emergence of those societies and their survival. elements such as common ideas, behaviours and beliefs among people form a society. for the formation of a society, the individuals who will form the …

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e same, because how we learn and what we experience is filtered through cultural perspectives as well as existing knowledge and experiences. many schools and teachers struggle to engage students from cultural backgrounds that differ from the dominant culture represented in mainstream school. disciplinary issues are also more prevalent in students from cultural backgrounds that differ from the mainstream culture of schools. most schools, teachers, curriculum documents, and texts reflect, transmit, and reproduce the discourse, knowledge, and values of the majority culture, and may exclude or even negate those of minority or diverse groups. when a student’s home background is the same as or similar to the mainstream culture, school activities are generally familiar, and students can more easily build on their cultural understandings to learn school content. when the cultural knowledge and values of students from diverse backgrounds do not correspond or perhaps conflict with the expectations, values, and …

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thnocultural education, together with a similar attitude towards the cultures of other peoples, forms the basis of understanding and respecting one's culture. the result of the implementation of such an education is a holistic worldview and a prevailing system of value orientations. ethnocultural education can be interpreted in two ways: first, as a historically established and developing activity of an ethnic group in creating and developing its own culture (its own holidays, traditions, rituals, original folk art), embodying ethnic self-consciousness, ethnic stereotypes and its character. secondly, the activities of various socio-cultural institutions, state and non-state structures aimed at studying, preserving, developing traditional folk culture and translating their works and values into the modern socio-cultural field. considering the integrative nature of ethnocultural education as a whole, it becomes necessary to include ethnocultural material in the fabric of the relevant subjects of all secondary school disciplines in a planned and systematic way. …

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s affect the formation of cultural identity and ethno-cultural education at school. grigoryeva et al. (2016) evaluated the ethno-cultural approach to training undergraduate teachers in the context of modernisation in preschool education. in the research, it has been revealed that the ethnocultural approach creates a qualified educational environment that creates the civic identities of future teachers and strengthens peace, respect for human beings, friendship and solidarity. arsaliev (2016) evaluated the best approaches created through ethnopedagogical technologies. han and singh (2007) emphasised the importance of creating educational content related to ethnocultural diversity in the education process of future foreign language teachers in teacher training policies. in the research, the descriptive survey model, one of the quantitative research methods, was used. descriptive scanning is the statistical operation that allows collecting, describing and presenting numerical values for a variable. within the scope of the research, the competencies of the teachers participating in the …

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ence teachers and 23.5% are mathematics teachers. 27% of the teachers have 1–6 years, 37.2% 7–12 years and 35.1% have 13 years or more professional experience. research data were collected with the ‘ethno-cultural subjects teaching technology sufficiency scale’ developed by the researchers. in the first step of the scale development study, a literature review was made and an item pool was created. the opinions of four experts were taken for the 32item scale item pool created. with expert opinions, the number of items was reduced to 19 items. for the pilot application, 234 secondary school teachers were studied. 146 of the teachers participating in the pilot study of the study were female and 88 were male. after the pilot application, exploratory factor analysis was applied to the data set. when the factors constituting the scale were structured for the first time, varimax techniques were applied as the basic component and …

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alua, n., alua, s., elmira, a., dinara, s., sabira, n., & aktoty, a. (2022). technology of teaching ethno-cultural subjects in secondary schools. world journal on educational technology: current issues. 14(6), 1901-1914. https://doi.org/10.18844/wjet.v14i6.8362 contents: comment by windows8: mundarijaniing berilishi punktuatsiyasi va yozilish tartibi noto`g`ri introduction chapter.i. the principles of culturally teaching in secondary schools 1.1technology of teaching ethno-cultural subjects in secondary schools 1.2 the principles of culturally responsive teaching chapter.ii. culture-based materials of character education 2.1 language learning materials based on character education for secondary school students 2.2 best materials for teaching culture in the language classroom conclusion ref...

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