Elaboration of culturally responsive teaching practices in inclusive environments through activity and attribution theories

The main purpose of this thesis is to reveal the factors affecting the effective use of inclusive pedagogy in instructional processes by examining primary school 4th grade teachers' process of integrating inclusive culturally responsive teaching into teaching environments from the perspective of the "Activity Theory" and "Attribution Theory". The study was conducted on three primary school teachers selected from a public school using the purposive sampling technique. The study group of the thesis consists of primary school fourth grade teachers who work in a school in Altındağ district of Ankara in the spring term of the 2021-2022 school year and have children who are victims of forced migration in their classes. The data collection tools of the study and inclusive culturally responsive teaching practices were prepared by the researcher by seeking opinions of experts. The study employed the case study design and in the data collection process, observation forms, interview forms and field notes were used. In the study, data collection and data analysis processes were carried out simultaneously and descriptive analysis and content analysis methods were used together with the constant comparative method. As a result of the study, it was determined what kinds of reflections were caused by the actions and processes that emerged when the inclusive culturally responsive teaching practices were employed by the primary school teachers in the instructional dimension. In addition, in the study, it was attempted to reveal the aspects that need to be improved in the implementation of inclusive culturally responsive teaching practices and to discover what inclusive teaching means to teachers by taking the Activity Theory and Attribution Theory into account. In line with the results, suggestions were made for the effective and efficient use of inclusive pedagogy by teachers in the field.