Preschool teachers' perspective on cultural diversity: An ethnographic case study

This study aims to examine preschool teachers' perspectives on cultural diversity in the classroom and focused on identifying the teaching strategies and techniques they use to address cultural differences. For this purpose, this study aims to explain the perspectives of teachers who teach in public, private and international pre-school institutions and have foreign student or students in their class, on cultural diversity in the classroom and in addition, it is aimed to understand how teachers' views on cultural diversity are reflected in classroom practices. For the purpose of the research, ethnographic case study, one of the qualitative research methods, was used. The researcher collected data for four months in three different institutions and three different classes in Istanbul and Bursa in the 2020-2021 academic year. Existing research data consists of interviews, observations and documents. The collected data were analyzed using content analysis, one of the qualitative data analysis methods. According to the findings; It was seen that three participating teachers perceived cultural diversity at different levels. It has been understood that teachers working in schools where ethnic diversity is a relatively new phenomenon are not aware of the changing demographics in their classrooms and have a limited perspective on cultural diversity. In addition, it has been observed that there is a strong relationship between teachers' perspectives on cultural diversity and their classroom practices. Finally, it is possible to say that the family and academic backgrounds of the participating teachers have an important role on their ability to accept and support diversity in the classroom effectively.