Effects of a multicultural perspectives course on teacher candidates’ intercultural competence

Xu, Yaoying; Hao, Chenfang; Huennekens, Mary Ellen

doi:10.1108/jme-07-2015-0025

Cited by 10 publications

(7 citation statements)

References 30 publications

(41 reference statements)

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“…The results show that community instructors must receive training for teaching and enhance their intercultural competencies, if they really wish for indigenous students to take advantage of the knowledge they receive in the teaching–learning process, and in the pedagogical advantage of the use of their native language. In this regard, interculturality in education must be considered by the educational stakeholders as a paradigm that transforms the classroom, and it is recommended that it starts with teachers’ cultural competence to realize their own culture (Xu et al , 2016).…”

Section: Discussionmentioning

confidence: 99%

Strategies to identify intercultural competences in community instructors

Zermeño

2018

JME

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Purpose The purpose of this study is to identify intercultural competencies in community instructors who serve in CONAFE in Chiapas, México. Design/methodology/approach The study applied a mixed methods method, based on an ethnographic design with a naturalistic approach. The quantitative instrument was applied to 119 community instructors; from these participants, four interviews were conducted with a sample of case-type participants, and four cases are presented. Findings The results show differences between community instructors who demonstrate intercultural skills and those who require developing them. It is concluded that teachers should receive training that strengthens their intercultural competences to enable indigenous children to take advantage of the knowledge they acquire in their community and the pedagogical advantage offered by the use of their mother tongue in the teaching–learning process. Originality/value This educational research about intercultural competences in the field of indigenous education, community education and intercultural education provides significant learning that advances the understanding and appreciation of cultural diversity.

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Section: Discussionmentioning

confidence: 99%

Strategies to identify intercultural competences in community instructors

Zermeño

2018

JME

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“…A curriculum including a multicultural education course conveys the theoretical, conceptual and practical issues of diversity and their relationship with the different education areas, using a variety of theoretical lenses, e. g. critical, feminist, sociocultural, post-colonial, postmodern and post-structural. A fundamental aspect of the programme is transformation-of self, schools and schooling and society (Xu, Hao & Huennekens, 2016).…”

Section: Discussionmentioning

confidence: 99%

Turkish primary science teachers’ perceptions of an ideal teacher education system

Korkmaz¹,

Altındağ²

2017

CJES

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The goals of this descriptive study were to determine Turkish pre-service science teachers' perceptions of an ideal teacher education system. The sample consisted of 137 pre-service teachers, including 74 females and 63 males. The questionnaire was based on open-ended questions and was developed to investigate ideal teacher education system components as perceived by pre-service science teachers. Descriptive statistics were used to analyse the data. The results of this study showed that the Turkish pre-service science teachers defined the ideal teacher education system components as the following: the personality of the teachers, the teacher educators as possessing professional knowledge, teacher education curriculum and professional development process. The results and implications of this study are discussed in the context of teacher education studies.

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“…To arrange culturally responsive learning classrooms, educators must amplify knowledge, personalities, intercultural proficiency and inquiry abilities required for them to ascertain unbiased learning classrooms for diverse students (Xu et al , 2016). Numerous studies in recent years have determined that pre-service teachers are not equipped to deal with the trials and tribulations of multicultural education (Magogwe and Ketsitlile, 2015).…”

Section: Literature Reviewmentioning

confidence: 99%

Are teacher-credentialing programs providing enough training in multiculturalism for pre-service teachers?

Delk

2019

JME

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Purpose The purpose of this study is to explore how multicultural curriculum and instruction in a teacher-credentialing program prepared pre-service teachers to work with diverse students. Design/methodology/approach The research method used was a qualitative approach. The research design was a descriptive single embedded case study to interview pre-service teachers who were in their second semester in a teacher-credentialing program at a university on the west coast and pre-service teachers who were in their final semester in the same teacher-credentialing program. Pre-service teachers discussed their disappointment in the program for their lack of training in how to work with culturally diverse students. Findings The findings from the study will add to the body of knowledge specific to teacher-credentialing programs, curriculum developers and universal design for learning on K-12 education. Research limitations/implications As schools become more diverse, an important role of teacher-credentialing courses is to train future teachers with the knowledge to assist culturally diverse students. If teachers were multicultural teachers, they would be better prepared to instruct culturally diverse students and could acknowledge sociocultural resources and information that students bring to the classroom. Originality/value The study is essential because training teachers to instruct culturally diverse students is critical as student demographics become more diverse.

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Effects of a multicultural perspectives course on teacher candidates’ intercultural competence

Cited by 10 publications

References 30 publications

Strategies to identify intercultural competences in community instructors

Strategies to identify intercultural competences in community instructors

Turkish primary science teachers’ perceptions of an ideal teacher education system

Are teacher-credentialing programs providing enough training in multiculturalism for pre-service teachers?

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