The purpose of this study is to evaluate the elementary teaching undergraduate programs in Turkey in terms of educating the culturally responsive elementary teachers. In this direction, the phenomenological design was preferred. Data were collected from the elementary teacher candidates and instructors via interviews. In the light of the findings and conclusions obtained, it is seen that the processes and experiences are not given at the level of acquiring the knowledge and skills related to the cultural responsive teaching for the elementary teacher candidates. Furthermore, it has been determined that the subjects related to cultural responsive teaching are very limited in the content of the course and they are not carried out with a cultural responsive pedagogy conception in the learning - teaching process. Additively, it has been seen that instructors in the elementary teacher education program do not have professional formation knowledge and skills related to cultural responsive teaching. Finally, proposals were made to update the program on who are cultural responsiveness.



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