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Multicultural teacher education and diversity practices in early childhood

Cara Djonko-Moore (Child and Family Studies, University of Tennessee, Knoxville, Tennessee, USA)
Shan Jiang (Child and Family Studies, University of Tennessee, Knoxville, Tennessee, USA)
Katherine Gibson (Child and Family Studies, University of Tennessee, Knoxville, Tennessee, USA)

Journal for Multicultural Education

ISSN: 2053-535X

Article publication date: 12 November 2018

Abstract

Purpose

Multicultural teacher education (MTE), self-efficacy and satisfaction are all important for teachers, especially as they relate to their engagement in practices that are beneficial for culturally and linguistically diverse children. Yet it remains to be seen how these important constructs work together to predict teaching practices once teachers enter the field. The purpose of this paper is to explore how MTE, teacher efficacy, teacher satisfaction and culturally responsive teaching (CRT) practices are related among early childhood teachers.

Design/methodology/approach

Specifically, the paper will address the connections between these variables via a path analysis. Previously collected data from 105 public early childhood teachers (PreK-2) in a single county in the Southeast United States was analyzed for the study.

Findings

Results suggest that CRT in early childhood is a three-faceted construct with teacher efficacy having a direct effect on all dimensions of CRT and teacher satisfaction having a direct effect on two dimensions of CRT. MTE did not have any direct effect on teacher efficacy, teacher satisfaction or CRT.

Originality/value

This paper contributes to the literature in that it is especially necessary to examine how teacher education influences teachers’ efficacy and practices with culturally and linguistically diverse students. There is limited research on how these variables work together in the early childhood setting.

Keywords

Citation

Djonko-Moore, C., Jiang, S. and Gibson, K. (2018), "Multicultural teacher education and diversity practices in early childhood", Journal for Multicultural Education, Vol. 12 No. 4, pp. 298-313. https://doi.org/10.1108/JME-07-2017-0041

Publisher

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Emerald Publishing Limited

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