Turkey is one of the first stops for Syrian refugees to seek shelter and more than 3.6 million Syrians live in Turkey (Directorate General of Migration Management [DGMM], 2020). More than one million of them are of school age (DGMM, 2020). To meet their educational needs, the Ministry of Education (MNE) integrated them into regular schools starting from the 2016-2017 academic year. As of 2020, more than 750 thousand Syrian students receive education in Turkish schools from Turkish teachers (MNE; 2020). Refugee students should be provided a culturally safe school environment (Graham, Minhas, & Paxton (2016) to make their transition from an "unknowable future" (Dryden-Peterson, 2017) to a knowable future. The inclusion of refugee students into schools is a new phenomenon and there is a need to focus on intercultural education for all parties because students from different cultures in the same classroom may result in cultural conflicts. The teachers need to differentiate instructional methods to meet all students' needs and to include refugee children in the classrooms. They also need to prepare activities for intercultural understanding, mutual respect, and knowledge about other cultures. In this context, intercultural education can be useful for teachers to adapt themselves and their students to inclusive classrooms (Ainscow, 2016).

Intercultural education "aims to go beyond passive coexistence, to achieve a developing and sustainable way of living together in multicultural societies through the creation of understanding of, respect for and dialogue between the different cultural groups" (UNESCO, 2007, p. 18). On this basis, mutual understanding and respecting each other are important for living in a democratic and just society. UNESCO (2007) outlines general principles for intercultural education as:

Respecting the cultural identity of the learner through the provision of culturally appropriate and responsive quality education for all.

Providing every learner with the cultural knowledge, attitudes and skills necessary to achieve active and full participation in society.

Providing all learners with cultural knowledge, attitudes and skills that enable them to contribute to respect, understanding and solidarity among individuals, ethnic, social, cultural and religious groups and nations (p. 32).

The principles focus on respecting students, promoting acceptance and tolerance towards students from different cultural backgrounds (Lourenço, 2018).

Intercultural education allows all learners to think critically about one's own culture and to respect others' to create a better world. To achieve the goals of intercultural education, initial teacher education can be the first step. In the context of this study, the primary school education department tries to provide knowledge and praxis about different cultures through courses such as inclusive education, mainstreaming education, and multi-age classroom education. The student teachers are also provided opportunities to practice teaching in schools where students from different cultures and socioeconomic status are educated. Besides, the pre-service teachers develop community service projects related to social and educational problems faced in the school system. The general aims include giving basic knowledge about diversity, the needs of different groups such as refugees, and instructional strategies to meet the intercultural needs of all students.

MNE requires primary school teachers to have a written daily plan in Turkey. Lesson planning is an important part of the teaching job. It can guide teachers to provide effective instructions for all students (Greenhalgh, 2016, Black, Lawson, & Norwich, 2019; Huang, 2002; Lim, Son, & Kim, 2018). It can also help teachers increase their teaching efficiency (Yıldırım & Yıldırım, 2020).

This study is important because intercultural education is a necessity in the European context due to the recent refugee influx into Europe. As the Council of Europe and the European Commission promote intercultural education (Neuner, 2012), sharing experiences among researchers can be beneficial for all.

The purpose of this research was to explore pre-service primary school teachers' lesson planning in terms of intercultural education. This study sought to understand the following questions: a) How do pre-service primary school teachers plan for intercultural education? b) How do pre-service primary school teachers understand intercultural education in their lesson plans? c) Which teaching strategies and activities do they use in their lesson plans for intercultural education? This research was designed as basic qualitative research (Merriam & Tisdell, 2016) to explore pre-service teachers' planning for intercultural education. The main data consists of documents, which are a total of 20 lesson plans the pre-service primary school teachers prepared for the course they took in the Fall semester of 2020. The documents provide rich data to explore the phenomenon under study (Merriam & Tisdell, 2016; Sözer & Aydın, 2020). The permission from the students to use their lesson plans for scientific work was received. In addition to the lesson plans, the primary school curriculum and the regulations for teachers were examined to support the findings. The data were coded by each researcher and then emerged themes (Yıldırım & Şimşek, 2011) were identified. The themes were checked by two experts who have experience in teaching primary school and qualitative research.

This study explored pre-service primary school teachers' lesson planning for intercultural education. According to the analysis of the data, two themes emerged: Diverse instructional strategies for intercultural education and inadequate understanding of intercultural education. The first theme is about planning to use different strategies to meet the intercultural needs of the students. Our analysis revealed that pre-service teachers used different instructional strategies in their lesson plans for students from different cultures. Many student teachers used interactive strategies like group discussions to explore one's own and different cultures. Some used direct instruction like visuals and pictures about different cultures. A few of them used indirect instruction strategies like reflective discussion and problem-solving. Using a variety of strategies is important because to have a better teaching, teachers need to differentiate their instruction. However, direct instruction can make teachers "transmitter of knowledge" and according to Neuner (2012), intercultural education requires more than traditional teacher roles. The second theme we identified is about how the pre-service teachers understand intercultural education in their lesson plans. According to our analysis, most of them did not go beyond the cultural festival sense, which means seeing intercultural education as a celebration of food, dress, festivals, and such (Meyer & Rhoades, 2006). Although the celebration of different cultural artifacts is important to learn more about other cultures, intercultural education requires beyond these. For example, activities to combat stereotypes and prejudice can be used to achieve intercultural ideals. We conclude that the pre-service teachers need to be educated to have a better knowledge about intercultural education. Further details of the results will be shared during ECER2021.

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