Academia.eduAcademia.edu
European Journal of Education Studies ISSN: 2501 - 1111 ISSN-L: 2501 - 1111 Available on-line at: www.oapub.org/edu Volume 3 │ Issue 8 │ 2017 doi: 10.5281/zenodo.841876 MIGRATION FACT FROM PERSPECTIVE OF TURKISH PROSPECTIVE TEACHERS AND ITS EFFECT ON EDUCATION Derya Göğebakan-Yildizi Celal Bayar University, Manisa, Turkey Abstract: Migration can be regarded as a social phenomenon by changing the policies of social life and countries. Both the whole world and Turkey act as a scene for diverse and intense migration mobility in recent years Escape way of economy, changes in political and social life, readjustment of borders in Eastern Europe and developments in Middle East have accelerated individual and massive migration movements. It is clear that the immigration phenomenon and its multicultural life and effects will continue to transform for many years. It is important to determine the migration perceptions of prospective teachers who will prepare generations for such an age of transformation. The aim of the study is to examine migration fact and effects of migration on education from prospective teachers’ points of view. To answer the main statement of the research, two sub-questions were formed. 1) With which metaphors migration fact is explained by prospective teachers? Which categories can be formed in terms of common features of metaphors revealed by prospective teachers? 2)What are opinions of prospective teachers on effects of migration fact on educational system? In this research phenomenologic pattern method was used. The prospective teachers were asked a metaphor question in parallel with research questions and an open-ended question. The data was decoded by content analysis method. 152 prospective teachers participated into the study. As a result, categories of new life , psychological dimension , sociocultural dimension , child and woman abuse , tragedies experienced during migration , migration geography and economic dimension were formed from the metaphors produced relating to migration fact by the prospective teachers. The prospective teachers produced both positive and negative metaphors, however most of metaphors were negative. Categories of education programs , future of education , Copyright © The Author(s). All Rights Reserved. © 2015 – 2017 Open Access Publishing Group 539 Derya Göğebakan-Yildiz MIGRATION FACT FROM PERSPECTIVE OF TURKISH PROSPECTIVE TEACHERS AND ITS EFFECT ON EDUCATION social-emotional education for social agreement and school structures and management relationship were formed based on opinions of the prospective teachers relating to the effects of migration fact on Turkish educational system. Keywords: migration, education, metaphor, prospective teachers 1. Introduction Migration fact is accepted as individual or massive movement of people from a place of settlement to another place of settlement for social, political, economic or cultural reasons Şahin, . This displacement can sometimes comprise a certain time, or sometimes a lifetime (Aksoy, 2012). The migration having a history as past as human history and understood to continue in the future is a fact, which concerns all regions of the world, having economic, cultural, social and educational outcomes Doğan, . Migration Concept and Its Development: On general examination, migration movements take place voluntarily or compulsorily. Problems such as desires to have better condition in another place by leaving a place of settlement with economic, social or educational targets are highlighted in optional or voluntary migrations, while there are problems of geographical conditions, natural disasters, conflicts, wars and discriminations are highlighted in compulsory migrations (Parnwell, 1993, cited in Buz . The migration is called as internal migration when taken place within a country and as external migration or international migration when taken place between countries (Aksoy, 2012). On examination of history of migrations, migrations took place from Middle Asia to Anatolia due to climate changes, and sometimes from Ireland to North America in 19th century due to plant diseases. In the late 20th century and in 21st century, the most common reason of migration is economy and security Erdoğan & Kaya, . In order for better understanding of migration waves being one of determinatives of 21 st century world, it is required to examine political, economic and social changes in 20th century. Disaster “ge ; -1970 s Crisis age . There were two world wars between -1945 20th century is handled in three periods as 1914Gold “ge ; - Disaster Age years, and this age witnessed massive losses and deep economic crises. The most important migration wave in this period was by Jewish and other oppressed groups’ leaving Europe as a result of Nazi implementations. The disaster age was followed by approximately 30 years of extraordinary development and social transformation. High welfare level acquired in the Gold “ge was shared with justice concerns with public working particularly in rich countries, while injustice took over European Journal of Education Studies - Volume 3 │ Issue 8 │ 2017 540 Derya Göğebakan-Yildiz MIGRATION FACT FROM PERSPECTIVE OF TURKISH PROSPECTIVE TEACHERS AND ITS EFFECT ON EDUCATION once again towards the end of the century (Hobsbawm, 2017). During this period, a great amount of people migrated from III. World countries to industrialized countries for a better life (Kaya, 2003). For downloading the full article, please access the following link: http://oapub.org/edu/index.php/ejes/article/view/950 European Journal of Education Studies - Volume 3 │ Issue 8 │ 2017 541