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Article
Publication date: 4 February 2019

Hye-Seung (Theresa) Kang, Eun-Jee Kim and Sunyoung Park

The purpose of this paper is to examine the impact of learning goal orientation and training readiness on teachers’ multicultural teaching efficacy and cultural intelligence.

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1507

Abstract

Purpose

The purpose of this paper is to examine the impact of learning goal orientation and training readiness on teachers’ multicultural teaching efficacy and cultural intelligence.

Design/methodology/approach

A total of 182 responses from secondary schools in midwest and southern areas of the USA were analyzed using the hierarchical multiple regression.

Findings

The findings indicated that learning goal orientation positively influenced both teachers’ multicultural teaching efficacy and cultural intelligence, while training readiness did not significantly affect them. In addition, teachers’ multicultural teaching efficacy positively influenced their cultural intelligence.

Research limitations/implications

The study implied that high-level learning goal orientation can contribute to enhance multicultural teaching efficacy and cultural intelligence for teachers.

Practical implications

By conducting needs analysis of participants in advance, trainers can reflect what teachers want and need when designing and implementing a workshop. In addition, trainers could prepare for interventions to improve the participation rate of multicultural workshops and the quality of existing workshop programs.

Originality/value

This study is important in that it will help to develop culturally sensitive workshop/training programs that can prepare teachers for diverse classroom environments and face potential issues that may arise.

Details

International Journal of Educational Management, vol. 33 no. 2
Type: Research Article
ISSN: 0951-354X

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Article
Publication date: 9 November 2015

Zeki Arsal

The aim of this study is to examine the pedagogy courses of teacher education programs implemented in two universities in Turkey and the USA in terms of multicultural

Abstract

Purpose

The aim of this study is to examine the pedagogy courses of teacher education programs implemented in two universities in Turkey and the USA in terms of multicultural education. The teaching practices in the pedagogy courses of teacher education programs in the USA might have multicultural education principles, and they could be models for teacher educators in Turkey. In addition, this study can contribute to the cross-cultural studies on teacher education between the USA and Turkey.

Design/methodology/approach

Ten teacher educators participated in the study; all of them had experience in teaching pedagogy courses in the early childhood teacher education program. Data were collected through semi-structured interviews. The open-ended questions were related to objectives, content, teaching methods and activities. Assessment procedures and methods were also asked from the participants to evaluate their teaching experiences in terms of multicultural education. Thematic analysis was used to examine data of the study.

Findings

The results of the study revealed that there were differences between the objectives, content, teaching process and assessment methods of the courses in the teacher education programs in Turkey and the USA in terms of multicultural education. The results of this study revealed that the objectives, content, teaching process and assessment methods planned and implemented by teacher educators in the USA are more multicultural and multiethnic when compared with their counterparts in Turkey.

Originality/value

This study can contribute to the cross-cultural studies on teacher education between the USA and Turkey.

Details

Journal for Multicultural Education, vol. 9 no. 4
Type: Research Article
ISSN: 2053-535X

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Publication date: 2 August 2018

Vy Dao, Scott Farver and Davena Jackson

With the increasingly cultural and linguistic diversity in education, teaching multicultural education for pre-service teachers becomes an important part of teacher…

Abstract

With the increasingly cultural and linguistic diversity in education, teaching multicultural education for pre-service teachers becomes an important part of teacher education. In this collaborative self-study study, we examine how we construct our identities and how social interactions of multicultural education classrooms shape our identities. Our study draws on Lave and Wenger’s (1991) “identity as learners” concept, Akkerman and Bakker’s (2011) “boundary crossing learning” theory, Harré & Lagenhove’s (1999) positioning theory, and positionality concept. We found three themes that describe our identities and they reflect our embodiment of our positionality, our positions, our challenge confrontation, and our teaching improvement. We argue for the need of tracing the professional trajectories of multicultural education novice teacher educators and the important roles that our positionality plays in our identity formation. Our study has implications for professional support for multicultural education novice teacher educators and offers suggestions for further self-study research about multicultural education novice teacher educator identity formation.

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Article
Publication date: 5 May 2021

Logamurthie Athiemoolam and Annaline Vermaak

The purpose of this paper is to examine teaching approaches adopted by teachers in ex-Model C English medium secondary schools (former mono-ethnic White Schools) currently…

Abstract

Purpose

The purpose of this paper is to examine teaching approaches adopted by teachers in ex-Model C English medium secondary schools (former mono-ethnic White Schools) currently in Port Elizabeth, South Africa, after schools became desegregated in 1994 and changed from being mono-ethnic to multi-ethnic.

Design/methodology/approach

This study was conducted through a qualitative research approach against the backdrop of a phenomenological design according to the interpretivist paradigm. Data were elicited through in-depth semi-structured interviews with 16 teachers from four ex-Model C English medium secondary schools (former White schools) who had experiences of teaching both pre-1994, when schools were mono-ethnic, and post-1994 when the schools were multi-ethnic. The interviews were transcribed, and the data were analysed and categorised into themes and sub-themes.

Findings

The findings indicated that although the teachers were positive towards teaching in multi-ethnic contexts, the majority of them tended to adopt approaches that militated against multicultural education in their classes; such as assimilationist, colour blind and business-as-usual approaches, while a minority incorporated various aspects of multicultural education in their teaching to a limited degree.

Originality/value

The study is original in the sense that it focused on the application of Castagno’s framework of typologies to teachers’ approaches to teaching in multi-ethnic classes. Research of this nature, which explored teachers’ approaches to diversity within their multi-ethnic contexts according to Castagno’s framework, has not been previously undertaken in South Africa.

Details

Journal for Multicultural Education, vol. 15 no. 2
Type: Research Article
ISSN: 2053-535X

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Article
Publication date: 9 November 2015

Joel M. Magogwe and Lone E. Ketsitlile

The purpose of this study was to find out if colleges of education in Botswana were preparing teachers to meet the diverse needs of prospective students in primary…

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1000

Abstract

Purpose

The purpose of this study was to find out if colleges of education in Botswana were preparing teachers to meet the diverse needs of prospective students in primary schools, and what were the teachers’ attitudes toward teaching such students.

Design/methodology/approach

This study used questionnaire and interview methods to collect information from the students of a college of education in Botswana, who were undertaking teaching practices in various primary schools at the time of their study.

Findings

The findings of this study show that the pre-service teachers were aware of multiculturalism in schools, but were not prepared by their colleges of education to teach culturally diverse students.

Research limitations/implications

The implication is that colleges of education should design programs that adequately prepare teachers to better meet the needs of culturally and linguistically diverse students in formal education to achieve true democracy in education.

Originality/value

This study is essential in Botswana because multiculturalism seems to be lacking in the Botswana education system. Mokgosi and Jotia (2013) are concerned that the Botswana curricular lacks diversity in approach and is geared toward addressing the needs of the mainstream in Botswana society. In the authors’ knowledge, this is one of the few (if any) studies that explores pre-service teachers’ preparedness for teaching multicultural students.

Details

Journal for Multicultural Education, vol. 9 no. 4
Type: Research Article
ISSN: 2053-535X

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Article
Publication date: 20 February 2019

Zeki Arsal

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

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2312

Abstract

Purpose

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

Design/methodology/approach

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.

Findings

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.

Practical implications

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

Originality/value

This study contributes to the multicultural studies on teacher education.

Details

Journal for Multicultural Education, vol. 13 no. 1
Type: Research Article
ISSN: 2053-535X

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Article
Publication date: 8 August 2016

Jiyoon Yoon, Kyoung Jin Kim and Leisa A. Martin

This study aims to design and measure the effects of the culturally inclusive science teaching (CIST) model on 30 teacher candidates to teach science to culturally and…

Abstract

Purpose

This study aims to design and measure the effects of the culturally inclusive science teaching (CIST) model on 30 teacher candidates to teach science to culturally and linguistically diverse (CLD) students.

Design/methodology/approach

The CIST model for culturally inclusive science lessons included six sessions: inquiring, questioning, interacting (online with international students who were at the beginning level of English proficiency), interacting (face-to-face with international internship students who were at the middle level of English proficiency), interacting (face-to-face with international students on campus who were at the advanced level of English proficiency) and developing lessons.

Findings

The pre- and post-self-efficacy tests, the culturally inclusive lessons and the final essay reflection resulted in an increase in teacher candidates’ confidence in teaching science to culturally diverse students and improvement in their skills to create culturally inclusive lessons.

Originality/value

Through the model, the teacher candidates interracted with international students with various levels of English proficiency and developed lessons for culturally diverse students. The CIST model is a prospective teaching strategy for teachers to support CLD students’ achievement in science by providing meaningful science in the context of their personal lived experiences.

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Article
Publication date: 12 November 2018

Cara Djonko-Moore, Shan Jiang and Katherine Gibson

Multicultural teacher education (MTE), self-efficacy and satisfaction are all important for teachers, especially as they relate to their engagement in practices that are…

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.

Details

Journal for Multicultural Education, vol. 12 no. 4
Type: Research Article
ISSN: 2053-535X

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Article
Publication date: 12 June 2009

Eleni Oikonomidoy

The purpose of the paper is to demonstrate how collective conceptual reflections facilitated by online blogs can promote pre‐service teachers' growth in multicultural

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564

Abstract

Purpose

The purpose of the paper is to demonstrate how collective conceptual reflections facilitated by online blogs can promote pre‐service teachers' growth in multicultural education classes.

Design/methodology/approach

Analysis of one blog is used to demonstrate how information gained through that triggered the instructor's informed reflection and guided subsequent in‐class teaching/learning.

Findings

Through the analysis of the demonstrative blog, it becomes apparent that while pre‐service teachers were appropriating vocabulary used in the field of multicultural education, their narratives were superficial and oversimplified. Subsequent in‐class activities designed to attend to the conceptual gaps were used to problematize the simplistic views.

Research limitations/implications

The data presented cannot be generalized to all pre‐service teachers. Since the purpose of this paper is to attend to the process and not the content, the demonstrative blog serves only as one possible example, which can be easily adapted with different concepts/goals.

Practical implications

It is proposed that the identification of students' collective zones of proximal development (Vygotsky) in key elements of the multicultural learning chain can provide important information to the instructor for the re‐design of future teaching.

Originality/value

Continual assessment of the effectiveness of multicultural education classes is needed, if such classes are to have a long‐term impact on pre‐service teachers' future practice. The micro‐level method proposed in this paper offers one possible way to manage the oftentimes overwhelming amount of information that they are built upon while continually monitoring students' learning.

Details

Multicultural Education & Technology Journal, vol. 3 no. 2
Type: Research Article
ISSN: 1750-497X

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Article
Publication date: 4 November 2021

Chandler Puhy, Nalini Prakash, Clarissa Lacson and Joke Bradt

Increased student diversity in universities across the USA has increased the need for post-secondary educators to develop multicultural teaching competence (MTC). Most…

Abstract

Purpose

Increased student diversity in universities across the USA has increased the need for post-secondary educators to develop multicultural teaching competence (MTC). Most studies of MTC focus on educators teaching grades K-12. The purpose of this study is to determine how faculty members rate themselves in terms of MTC, what multicultural knowledge and skills faculty report and how they integrate these skills into their teaching practice and what barriers exist to developing and implementing MTC. The purpose of this study was to examine the factors that impact undergraduate faculty integration of multicultural awareness and attitudes into their teaching practices to enhance student learning.

Design/methodology/approach

A convergent mixed methods study used survey and interview data from undergraduate faculty. Select items from the MTC Inventory (MTCI) and social justice scales (SJS) were administered. Interviews (N = 7) were transcribed and analyzed using thematic analysis. Quantitative and qualitative data were compared to examine convergence and divergence.

Findings

Quantitative results revealed undergraduate faculty’s awareness, knowledge and skills as indicated by percent agreement with items from the MTCI and SJS instruments. Qualitative findings included the following four themes: knowledge building, addressing diversity in the classroom, barriers and challenges, and needs and recommendations. Qualitative data corroborated or explained many of the quantitative results and provided insight into these trends and barriers that impact MTC.

Originality/value

This is the first study of its kind, to our knowledge, that has used a mixed methods research design to examine factors that impact MTCs and associated barriers among a sample of undergraduate faculty across disciplines in one urban university.

Details

Journal for Multicultural Education, vol. 15 no. 4
Type: Research Article
ISSN: 2053-535X

Keywords

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