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Turkey hosts around three million Syrian refugees and asylum-seekers, more than any other country in the world. Most of the Syrian refugees and asylum-seekers face poverty-related barriers to education, with parents unable to legally work or meet associated costs, or feeling they have no option but to send their children to work rather than school. According to a UNICEF report (January, 2017), even though there is a 50% increase in school attendance for Syrian refugee children in Turkey since June 2016, more than 40% of them (around 390,000) are still not receiving an education. One of the biggest challenges for the Syrian refugee children who are able to go to school in Turkey is the language barrier. The language of instruction in Turkish public schools is Turkish while majority of the Syrian refugee children grew up learning and speaking Arabic. Furthermore, the refugee children often encounter experiences of discrimination, exclusion and marginalization from the non-refugee peers and teachers who cannot recognize and meet the diverse needs of these children with their lack of teaching experience in the culturally diverse classrooms. This narrative research examines the lived experiences of Syrian refugee children attending a Temporary Education Centre (TEC) in a city located in the north-west of Turkey. Narrative research is a way of inquiring into individual and social dimensions of experience over time through storytelling. It is often employed to illuminate the experiences of marginalized or excluded individuals and communities. Given the influx of refugee children in TECs and schools in Turkey, it is important to provide an in-depth understanding of the refugee children’s lived reality in schools and centres particularly, the factors contributing to their academic success, resilience and psychological well-being, so that future studies will have a basis for further investigations of newcomers.

With shifting student demographics in Turkey, which will include many more international higher education students, together with increasing refugee migration to the country, professional development intended to assist teachers to move toward intercultural competency is becoming increasingly important. In this chapter, local in-service teacher educator initiatives and associated cultural adaptation facilitation tools are explored as a means to find ways to build cultural dialogue in the Turkish higher education environment, and, practically, for teachers in the field. While this chapter draws on an in-service teacher education case, much of what is presented is applicable to preservice settings as well. The chapter concludes with a look at changes in Turkish higher education, particularly in the facilitation of cultural convergence transferable to different educational environments and their applicability to international situations.

Village Institutes were founded in Turkey in 1940 in order to educate village teachers. Graduates of these Institutes were educated to guide peasants in agricultural and technological matters. Legitimising Kemalist ideology and supporting the single‐party system of the day were two of the roles undertaken by these Institutes. This article evaluates the nationalisation and modernisation process of Turkey in terms of Village Institutes by emphasising their dual educational and political roles. A second aim of the article is to analyse Village Institutes and similar educational movements in other countries in comparative perspective within the context of work‐based education. Consequently, the contribution of Village Institutes to pedagogy and its place in the history of education are examined. As a result of the research, it is contended that work school and production school movements in Village Institutes were part of one endeavour and that these Institutes were important examples of the new school movement that was based on contemporary principles of education in Turkey at the time.

The purpose of this paper is to examine the relationships between teachers' organizational commitment perceptions and both their psychological hardiness and some demographic variables in a sample of Turkish primary schools.

A total of 405 randomly selected teachers working at primary schools in Ankara participated in the study. Personal Views Survey III‐R and the Organizational Commitment Scale were used to gather data.

This paper supports the argument that psychological hardiness is a meaningful construct predicting the perceptions of primary school teachers on organizational commitment. Results reveal that psychological hardiness is positively and significantly related to both identification and internalization components of teacher commitment, whereas it is negatively and significantly correlated to the commitment predicated on compliance. Teacher compliance commitment is negatively associated with both identification and internalization. Although gender and years of experience are significant predictors of identification and internalization, the variables of subject specialization and age did not significantly predict all three subscales of teacher commitment.

This paper represents a different approach to organizational commitment by examining teacher commitment under three components – compliance, identification, and internalization. This paper also explores the relationships between organizational commitment and teacher psychological hardiness which is a personality style reducing the negative effects of stress. Results from this study are discussed in relation to practical implications in school settings.

Global governmentality to deal with refugee crises and related cohesion problems suggests the private sector’s activation. The purpose of this study is to theoretically understand this preference together with the global increase of corporate social responsibility (CSR) and empirically access the CSR implementation in Turkey by focussing on government policy towards refugee education for Syrian children in Turkey.

This study offers insights into the picture of CSR implementation in Turkey deriving from an analysis of secondary data, obtained from multiple sources. This analysis is examined in the context of refugee education with the position of Turkish Government.

This study reveals an increase of the private sector’s role in refugee education at the global level by CSR implementations besides privatization of national education. It determines Turkish CSR picture is still developing, but bodies of Turkish government persisting its “soft power” are seen as CSR projects’ indispensable partner. It discusses the meaning of digital solutions in refugee education and attempts at using technological innovations to supply language training in the CSR context.

Although plenty of research has been conducted on the refugee education, CSR in the countries faced with large refugee influxes has not received enough attention in the literature. This study attempts to fill the gap in literature dealing with CSR implementations in refugee education. It also contributes to the understanding of the Turkish context of CSR.

This study aims to examine the effect of critical multicultural education on the multicultural attitudes of preservice teachers in a teacher education program.

The study sample consisted of 76 preservice teachers enrolled in a teacher preparation program. This study used a pretest–posttest quasi-experimental research design with pretest-posttest. The multicultural content integration was implemented in an experimental group for one semester, and data were collected using the teacher multicultural attitude survey.

Analyses indicated that preservice teachers who were exposed to the critical multicultural education program showed significantly greater progress in their multicultural attitudes compared with teachers in the control group. The results of this study indicate that the integrating critical multicultural education content into teacher education program has a positive effect on fostering preservice teachers’ multicultural attitudes.

Teacher education program planners should integrate multicultural content, materials and activities into teaching methods courses to promote change in preservice teachers’ multicultural attitudes.

This study contributes to the multicultural studies on teacher education.

This study aims to understand essential work and occupational consequences of employees’ illegitimate task (ILT) experiences (unreasonable and unnecessary task demands) under the influence of vertical collectivist (VC) values.

Data were collected via a survey from 503 teachers in the Turkish public education sector. The hypotheses were tested using structural equation modeling.

Findings of this study reveal that unnecessary tasks decrease employees’ professional identification and perceived occupational prestige, whereas unreasonable tasks weaken their workplace well-being. Results also show that employees with higher VC orientation feel these adverse effects to a lesser extent.

This study demonstrates that individual-level cultural values play a significant role in understanding task-related dynamics and consequences at the workplace. It brings new theoretical insights to job design and work stress literature regarding what similar factors can mitigate task pressures on employees.

A key practical insight from the findings is that human resources management experts should create a positive task environment where ILT demands are not welcome by analyzing jobs and skill requirements in detail, communicating task decisions regularly with employees and providing them with the necessary work support.

Understanding the impact of ILT can greatly help to assess the quality of the education system and the value of teaching occupation in society.

ILT have been mainly discussed without considering the effect of different cultural orientations. This is the first study empirically showing the diverse effects of two ILT dimensions on essential occupational outcomes in connection to individual-level cultural influences.

The purpose of this study is that the teaching style of college physical education (PE) teachers affects the establishment of college students' exercise habits.

This study uses the teaching style scale for 32 PE teachers and the autonomic motivation and exercise habits scale for 320 college students in the form of self-report.

Chinese college PE teachers mainly use the teacher-centered reproduction style, and the practice style is the most frequently used; The overall teaching style of college PE teachers was significantly negatively correlated with autonomous motivation and exercise habits. PE teachers' teaching style can negatively affect college students' autonomous motivation, and college students' autonomous motivation can positively affect their exercise habits.

There is a significant negative correlation between the teaching style of college PE teachers and the exercise habits of college students. However, it cannot directly affect the establishment of college students' exercise habits, but is achieved through the mediating role of college students' autonomous motivation.

In recent years, we have seen a paradox. No matter how much the government strives to incorporate technology into classrooms as a learning resource for students, both national and international reports prove that this is a difficult aim to achieve purpose. Training both preservice and in-service teachers is vitally important for technology to become part of everyday school life. But to achieve this, we must move away from the techno-centric focus of technology. This chapter analyzes the importance of focusing on implementing technologies in the learning activities that teacher-trainers design to prepare preservice teachers. We describe seven types of activities: assimilative, informative management, applicative, communicative, productive, experiential, and evaluation. All of these technology-based learning activities, organized in learning sequences, potentially help teachers to come to terms with technological knowledge in their pedagogical content area.

Academic dishonesty is a global challenge, with organizational and economic repercussions of the most undesirable kind. Worldwide, efforts are made to establish external and internal factors that contribute to the spread of unethical behavior, so that based on empirical evidence the most useful approaches to mitigating the phenomenon can be found. The present chapter has two major objectives. A first objective is to explore the steps taken by higher education institutions in Romania regarding the construction of an ethical infrastructure, highlighting the strengths and weaknesses. The author will refer to civil society initiatives and universities’ efforts, including legislative efforts. The second objective is to identify a set of lessons from international research that will support the intervention in the direction of building an academic ethical culture in Romania. Given the level of academic fraud demonstrated through research, the process of building university integrity is extremely difficult in Romania. The intervention of the political factors at the university level contributes to a great instability, sabotaging the process of implementing ethical standards. Ethics infrastructures from Romanian universities are incomplete, focusing on two formal components, namely the ethical code and the ethics commissions. There is no coherent chain of ethical decision, ethical management does not actually work. In conclusion, in Romanian universities, ethical principles are not a top priority, as they clash with organizational and governance practices.