Abstract
<p>The purpose of this study is to develop a scale in order to identify the critical mutlicultural education competencies of teachers. For this reason, first of all, drawing on the knowledge in the literature, a new conceptual framework was created with deductive method based on critical theory, critical race theory and critical multicultural education theory, which includes dimensions of awareness, knowledge, attitude and skill. In accordance with this framework, experimental form consisting of 56 items was submitted to experts for consideration. In accordance with the responses of the experts, content validity rate of the items was identified and the items which were below. 80 level were excluded from the study. The pilot study form consisting of 45 items, was applied to teachers who work preschools, primary and secondary school and the data which was obtained from 421 teachers in total were analyzed. Through the Exploratory Factor Analysis (EFA), a structure consisting of “Awareness”, “Attitude’’, “Knowledge” and “Skill” and 42 items was reached. The relationship between sub-dimensions of the scale was examined and it was observed that the factors were positively and significantly correlated with each other. In this case, it was concluded that scale supports the theory. After the analysis, it was confirmed that the sub-dimensions were the components of a structure called critical multicultural education competency and that together they form a higher structure. It was determined that the goodness of fit index of the model is quite high. Confirmatory Factor Analysis also confirmed the results of EFA. The internal coefficient of concordance was determined as .845 for the whole scale.</p>
Highlights
While the traditional goal of education is to get students to accept the dominant ideologies, directives and applications without questioning (Banks, 2004; Hahn, 1998), the main goal of multicultural education is to train students for societal critical thinking and societal change and improve their decision making capabilities (Banks, 2004)
In order to investigate the conformity of the teachers’ perceptions regarding their critical multicultural education competencies and the conformity of the dimensions of skill, knowledge, attitude and awareness which were obtained by performing the exploratory factor analysis on the theoretical study, confirmatory factor analysis was performed with the data collected from the pilot study
Since the confirmatory analysis is performed in order to assess to what extent the factors which are formed from different variables based on a theoretical basis are in compliance with the actual data, it indicates to what extent the obtained data are in compliance with the fictional structure (Büyüköztürk, 2004)
Summary
While the traditional goal of education is to get students to accept the dominant ideologies, directives and applications without questioning (Banks, 2004; Hahn, 1998), the main goal of (critical) multicultural education is to train students for societal critical thinking and societal change and improve their decision making capabilities (Banks, 2004). The ultimate goal of multicultural education is to contribute to the establishment, application and maintenance of social justice and equality and ensure a social transformation (Gorski, 2010). This point of view requires a radical change in education system and curriculum and it requires differentiation of competencies of a teacher who performs the delivery of education. A competence is best described as “a complex combination of knowledge, skills, understanding, values, attitudes and desires which lead to effective, embodied human action in the world, in a particular domain” (Deakin Crick, 2008; European Commission, 2013). As Conway and colleagues (2009) point out, discussions about the competencies needed by teachers, how they develop over time, and how they are evidenced and recorded, are interwoven with wider discussions about: 1) assumptions about learning; 2) the www.ccsenet.org/jel
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