ICT Utilization and Teacher Education in Multicultural Societies Insights for Japanese Teacher Training from the Case of Turkey

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Konno T., Can T., Kishi M.

32nd Annual Conference of the Japan Society for Educational Media, Hiroshima, Japonya, 1 - 02 Kasım 2025, cilt.1, sa.1, ss.145-146, (Tam Metin Bildiri)

  • Yayın Türü: Bildiri / Tam Metin Bildiri
  • Cilt numarası: 1
  • Basıldığı Şehir: Hiroshima
  • Basıldığı Ülke: Japonya
  • Sayfa Sayıları: ss.145-146
  • Açık Arşiv Koleksiyonu: AVESİS Açık Erişim Koleksiyonu
  • İstanbul Üniversitesi-Cerrahpaşa Adresli: Evet

Özet

Research on utilizing new technologies such as AI and VR in education is advancing worldwide. Its objectives vary depending on national and regional contexts. Particularly in Turkey, which receives many immigrants, the use of ICT is emphasized to promote multicultural coexistence. This study aims to learn from Turkey's teacher education initiatives, anticipating that Japan will also see a growing number of teachers working with multicultural and multilingual children. Based on interviews with three faculty members from Istanbul University's Faculty of Education, analysis was conducted from three perspectives: ① the positioning of multicultural coexistence education, ② teacher training curricula, and ③ in-service teacher training programs. The results revealed that technology-mediated educational practices contribute to developing teachers' competencies in multicultural societies. These findings suggest the importance of integrating multicultural coexistence perspectives when designing and improving teacher training curricula and in-service training programs in Japan.

Keywords: Teacher training, Teacher education, Transformation of teachers' roles, Multicultural coexistence, Turkey