Perception sources towards Syrian students: Turkish teachers, students and parents

The key focus of this thesis is to investigate the process of cultural integration at school and the impact of Turkish teachers and parents, who are expected to be the fundamental factors in this process, on the relationship between Turkish and Syrian students. In this regard, 10 primary Turkish pupils, in the same course as Syrians, parents and classroom teachers where in-depth interviews were conducted using the qualitative analysis approach using three different semi-structured questionnaires from 1st to 4th grades in Beykoz, Istanbul. With the observation and the ethnographic method used, the main sample, the stories were taken into consideration of the cultural integration. Accordingly, it was found that the most important determinant in the study was classroom teachers who had the most important role in the impacts of the relationship between students. It was also observing, in view of their close ties with parents, and their confidence relationships between parents and teachers, that teachers from classroom have an impact on Turkish parents' impressions of Syrian students. Within the scope of the study, firstly, the basic migrant integration negotiations were discussed together with the theories underlying it, and then some migrant education theories, approaches and practices that have taken place at the policy level were discussed, and the possibility of a multicultural education structure for migrants was questioned. Finally, by explaining the subject, purpose, scope, limitations, method and findings of the field research, it was focused on the "stories of cultural integration" that took place in the school. Keywords: Migration, Migrant, Integration, Cultural Integration at School, Education, Migrant Education, Multicultural Education, Syrian Children's Integration Process.