The examination of the implementation of Turkish teaching with duel-teacher system in multicultural classroom setting

In Turkey, the adaptation and educational problems faced by refugee children who had to emigrate from their countries due to internal disorder in Syria in 2011 are trying to be solved. The purpose of this research is to evaluate Turkish teaching by examining with the dual-teacher system in the multicultural classroom setting that was introduced for the first time. The sample of this research consists of 50 classroom teachers and 8 PIKTES teachers working in an primary school in Gaziantep province where dual-teacher system is applied extensively. A "mixed model" was used in this research. "Intercultural Sensitivity Scale", "Multiculturalism Attitude Scale", "Teacher Adgnies Scale for Differences in Class" and semi-structured interview form were used to collect qualitative data. According to the data obtained from these scales, non-parametric Mann Whitney-U test and independent groups t-test were performed to determine whether teachers' multicultural attitudes varied according to gender and seniority variables. Content analysis was used while analyzing qualitative data. According to the findings of the study, it was determined that the dual-teacher system can be implemented in crowded and multicultural classrooms and there may be a Turkish teaching model that can be applied for the compliance of refugee children with the Turkish education system. However, it is also noticeable that different ideas can be formed about the sharing of the same classroom setting by two teachers. For this, the application should be evaluated by experts and a more detailed examination should be carried out. Keywords: Multiculturalism, Multicultural Education, Dual-Teacher