The impact of a learning-centered syllabus and cartoons on multicultural teaching competencies, teaching behaviors, and syllabus tone.

This study explored pre‐service teachers' perceptions of ‘multicultural education’ and types of activities considered to be ‘multicultural’ in the context of teaching young children. The data were collected over a period of three semesters from three groups of students participating in a clinical seminar in a mid‐western US university. The students answered two questions, one on their understanding of multicultural education and the other on children's activities they considered to be multicultural. For each semester, students answered the first question three times—in the beginning of the semester, in the middle of the semester and at the end of the semester. During the semester the students listed activities they considered ‘multicultural’. The data were analyzed as soon as they were collected, and compiled over the three semesters. Students' definitions of multicultural education were slightly more descriptive and inclusive at the end of the semester compared with the beginning of the semester. This change indicated, as would be expected, that the students experienced some growth in the course of the semester, with regard to their perceptions of ‘multicultural education’. The activities considered to be multicultural were analyzed and organized into levels of comprehensiveness in incorporating young children's cultural backgrounds in the classroom for effective learning. The eight levels are discussed and suggestions for further research are given.

Abstract: The articles presents training methods and results from an observation experiment in cultural sensitivity training of 39 Bulgarian teachers from a multi-ethnic secondary school in Vetovo, Ruse region. School children belong to 5 ethnic groups: Bulgarians, Bulgarian Christian Roma, Bulgarian Muslim Roma, Bulgarian Turks and Gagauz. The teachers were trained for 3 days in developing their cultural sensitivity, digital literacy and pedagogical competence. They were trained by 4 university professors and were divided into 4 groups of 10 people each, where each group had to switch training to go through all modules. The author's module included developing cultural sensitivity among teachers of all ages. The training included 6 tasks employing the following pedagogical methods: role play, discussion, feedback and group work. The following skills were developed: team work, creative thinking, conflict reconciliation, negotiation skills, adaptability, cultural intelligence, cultural self-awareness. Teachers shared in the course briefing that they felt it was difficult to adapt and use newly developed cultural sensitivity skills in the classroom because of the bureaucratic requirements in their daily work routine. They also expressed concern about the cultural distance between them and their pupils, which could become an obstacle to applying the newly learned skills in the classroom. Key words: cultural sensitivity, multicultural education, digital literacy, pedagogical competence, cultural intelligence.

The article describes the organization of multicultural education in a university in the context of globalization that drives such general changes as the active integration, the creation of a single European cultural and educational space, and the strengthening of intercultural interaction, all of which brings peoples closer to each other. The theoretical analysis of literary sources highlighted an important component of extracurricular educational work of a university - the activity of student associations. This activity appears essential for understanding the required level of multicultural education. This research aimed to theoretically substantiate and empirically test the multicultural education of students (the levels of multicultural education beinghigh, medium and low). It was experimentally shown that students have a low level of multicultural education. To educatestudents on the topic and raise their general level of culture, a model for organizing multicultural education was developed and introduced into the real educational process. The proposed organizational model included such elements as the goal and objectives of multicultural education; the units and the stages of multicultural education; and the organizational and pedagogical structure of multicultural education in the multicultural educational environment of the university. The effectiveness of multicultural education was achieved through the proper organization of multicultural education and the ability to provide a high level of tolerance, a medium-high level of pedagogical communicative competence, empathic capabilities, and students' readiness for the dialogue of cultures.

This study examines multicultural education policies in Singapore and South Korea, analyzing their approaches within their unique sociopolitical and sociocultural contexts. This study also discusses the implications of the approaches used in both nations’ policies on multicultural teaching competence. Using government policy documents related to multicultural education in Singapore and South Korea, the collected data was analyzed using critical discourse analysis (CDA) and interpreted with the theory of five approaches to multicultural education by Sleeter and Grant (1999). The five approaches include 1) Teaching the Exceptional and Culturally Different, 2) Human Relations, 3) Single-Group Studies, 4) Multicultural Education, and 5) Education that is Multicultural and Social Reconstructionist. The findings illuminate the two nations’ distinct national stances and trajectories in the realm of multicultural education while concurrently identifying a shared commitment to the Multicultural Education approach within the policy documents of both. In Singapore, a combination of Human Relations, Single-Group Studies, and Multicultural Education is deeply embedded throughout the nation’s policy discourses. Conversely, South Korea’s attempts at multicultural education present an evolving narrative, shifting from a conservative perspective rooted in Teaching the Exceptional and Culturally Different to a more liberal stance deeply grounded in the tenets of the Multicultural Education approach. This study emphasizes the importance of sociocultural and sociopolitical context in shaping a government’s approach to multicultural education.

The increasing immigrant population in different countries necessitates such measurement tools to identify teachers’ professional development needs and enhance educational success for immigrant children. This study aims to develop a scale to determine Turkish preschool teachers’ perceptions of their competence in teaching Turkish to Russian and Ukrainian immigrant children. The developed scale consists of four sub-dimensions: general language teaching, subject knowledge, teaching in multicultural classrooms, and collaboration with parents. Initially comprising 76 items, the scale draft was reviewed for construct validity based on expert and teacher feedback. After necessary revisions, researchers administered the scale to 672 teachers via Google Forms and analyzed the data. Exploratory Factor Analysis (EFA) revealed a four-factor structure explaining 61.88% of the total variance. Confirmatory Factor Analysis (CFA) validated the EFA results and showed high model fit indices. The internal consistency coefficient for the entire scale was very high, and reliability analyses supported the scale’s validity. The final version consists of 72 items formatted as 5-point Likert-type statements that can effectively measure preschool teachers’ competence in language teaching to immigrant children and contribute to professional development programs. The scale’s significance lies in its comprehensive approach to measuring teachers’ competencies in teaching language to immigrant children during a critical period of language development. It considers not only language teaching skills but also cultural sensitivity, subject knowledge, and parent collaboration. The findings have implications for teacher education programs, policy development in multicultural education, and the design of targeted professional development interventions for educators working with immigrant populations.

The article substantiates the main priority and innovative ideas of this problem in theory and practice, examines the semantic meaning of the concepts of "multicultural education", "multicultural upbringing", "civic identity", "tolerance", and identifies effective forms and interactive methods of education and training with school and university students in the context of reforming the education system. Three levels of multicultural education are highlighted, including ethnic, civic and global (planetary). It is noted that multicultural education synthesizes knowledge about culture, which is the property of the civilized world, about ethnic culture, about national culture as a product of historical mutual enrichment and interpenetration of ethnic cultures. It is emphasized that the very concept of "multicultural education" is inextricably linked with the concept of "civic identity" in the meaning that the latter as a form of social life of a person encompasses "the feeling of being a part of society and the desire to be an active member of it in the present and future. The author characterizes the technology of education of the culture of personal self-affirmation, which actualizes the multicultural focus, active civic position of the student's personality. The described innovative program on English language teaching methods developed by the British Council in cooperation with the Ministry of Education and Science of Ukraine within the framework of the project "New Generation School Teacher" focuses on the formation of students' professional and pedagogical competences of future teachers, the development of critical thinking, initiative, creativity, independent thinking, and active citizenship in the socio-cultural reality. The author summarizes that the analysis of domestic and foreign experience makes it possible to comprehensively study the problems of civic identity and tolerance in the context of multiculturalism of the modern educational space. Therefore, it is undoubtedly especially valuable to clearly define and substantiate a conceptually oriented perspective which would contribute to the development of active civic position of pupils and student youth, the formation of national consciousness, the formation of high moral feelings and habits, would ensure the creation of a positive system of pupils' and students' attitudes towards reality, and establish tolerant intercultural relations in various activities. Key words: multicultural education, multicultural upbringing, tolerance, intercultural communication, civic identity, culture of personal self-affirmation, interactive methods, personality-oriented approach.

Diversity in Teacher Education

This study investigates the perceptions of teaching competency in multicultural classrooms held by 421 teachers at 16 schools in Hong Kong. The aims of the study are (a) to use confirmatory factor analysis to validate a culturally appropriate version of the Multicultural Teaching Competency Scale (MTCS), (b) to assess three types of multicultural-teaching competency, and (c) to provide recommendations for teacher-education institutes and policy makers on developing effective training in multicultural education. The results indicate that a tripartite model assessing skills, knowledge, and relationships, the core features of multicultural-teaching competency as assessed by the MTCS from a Hong Kong sample. The teachers all identified multicultural-teaching relationships as the most important component of multicultural-teaching competency. Future researchers should examine the concurrent validity of the MTCS and the cultural contexts of multicultural-teaching relationships. Recommendations are also made for incorporating the Confucian beliefs of fairness, justice, and equity into multicultural classroom.

ABSTRACTPreschool teachers are an important element of high-quality, developmentally and multiculturally appropriate early childhood programmes. 7.5% of the total 160,000 children enrolled in Hong Kong kindergartens are ethnic-minority students and they are neglected in the Hong Kong education system until 2008. This study investigated the perceptions of teaching competency in multicultural classrooms held by 347 teachers at 22 kindergartens in Hong Kong. The study aims at (a) using Confirmatory Factor Analysis to validate the factor structure of the multicultural teaching competency scale (MTCS) among preschool teachers, (b) assessing the model difference of MTCS between teachers with and without multicultural training, and (c) informing the practice of multicultural teaching in early childhood education. The results indicated that a tripartite model in which the MTCS assessed skills, knowledge, and relationships obtained a statistical fit to a Hong Kong preschool sample, as in earlier research on a primary school sample in Hong Kong.

Background: Globalization impacts several aspects of life including education. Medical education in Qatar is progressing and developing by the effort of multicultural teams that ensure the emergence of future healthcare providers that are patient-centered, well educated and well knowledgeable. Although having this multicultural teaching can be beneficial in some area, it can represent a challenge. This study aims to investigate the perception of Medical colleges’ faculty members at Qatar University (QU) about the impact of this diversity on the health education in specific and Qatar’s cultures and values in general. Methods: A mixed-methods design was followed, where two types of data were collected in a parallel manner; quantitative and qualitative data. A survey link (Quantitative) was sent to the health clusters faculty members at QU. The questions in the survey were based on a validated tool known as ‘’Multicultural Teaching Competence Scale’’. A focus group was conducted with the faculty members to access in depth their perception. Results: The total score of Multicultural Teaching Competence of all the participants was between 39 and 77 (The maximum in the tool is 80 and the minimum is 16), which is divided into total score of Multicultural Teaching Competence Skill of all the participants, where the higher score was 48 and the lowest score was 19 (The maximum is 60 and the minimum is 10), and total score of Multicultural Teaching knowledge, where the higher score was 30 and the lowest was 9 (The maximum is 36 and the minimum 9). The focus group was transcribed and divided into themes based on the interview with faculty members. Conclusion: In conclusion, both the qualitative and quantitative data showed a positive behavior toward the multicultural teaching. Therefore, this study shows that the faculty members in health cluster colleges at Qatar University are generally knowledgeable and skilled in relation to the multicultural teaching

This study examines how clinical supervision activities can promote multiculturalism in Indonesia and enhance teacher professionalism. Multicultural education is based on five criteria integrated into clinical supervision activities to improve teacher competence. The goal is to apply multicultural values to education and enhance teacher competency in various areas, such as pedagogy, personality, social skills, and professionalism. The study focuses specifically on two Islamic boarding schools in Ponorogo, East Java, Indonesia. This study uses a qualitative approach for detailed, comprehensive, and in-depth data collection techniques in observation, documentation, interviews, and focused discussions. Based on the findings of the clinical supervision description data through the planning stage, clinical supervision stage, evaluation stage, and follow-up, data analysis techniques using Miles and Huberman are applied, which include data mining, data reduction, data presentation, and conclusion. The study found that clinical supervision activities for teachers in Islamic boarding schools start with planning supervision, followed by microteaching and observation activities to assess teacher learning standards. The development of teacher competency is based on teacher learning preparation, discussions, the teacher as the supervisor of an Islamic boarding school, and the teacher as the main actor in clinical supervision activities. This research highlights the importance of clinical supervision based on multicultural values, as it can enhance pedagogic, personality, social, and professional competencies.

This study is to examine the effects of multicultural sensitivity and multicultural acceptance on multicultural teaching competency among early childhood teachers. The study targeted 280 early childhood teachers working in 54 early childhood education institutions in Gyeonggi Province, and data were collected through self-reported surveys. A total of 240 responses were used for analysis, and data processing was conducted using SPSS 22.0, including correlation analysis and regression analysis. The results showed that, first, there is a positive correlation between teachers' multicultural sensitivity, multicultural acceptance, and multicultural teaching competency, indicating that these three variables positively influence each other. Second, the analysis revealed that multicultural acceptance partially mediates the effect of multicultural sensitivity on multicultural teaching competency. Based on these research results, specific action plans were presented to improve multicultural education, such as developing multicultural education training programs, activities linked to family centers, development of multicultural-related textbooks and teaching materials, and spreading multicultural awareness using media. In addition, academic ideas such as digital platform design and case-based practical guidelines for strengthening multicultural education were presented, suggesting the need for efforts to improve teachers' sensitivity and acceptance and multicultural education capabilities.

This article reports on the development and initial validation of the multidimensional Multicultural Teaching Competency Scale (MTCS). Data from 506 pre- and in-service teachers were collected in three interrelated studies. Exploratory factor analysis results suggested a 16-item, two-factor solution: (a) multicultural teaching skill and (b) multicultural teaching knowledge. Confirmatory factor analysis suggested that the two-factor model was a good fit of the data and superior to competing models. The MTCS demonstrated adequate internal consistency and was related in meaningful ways to measures of racism awareness and multicultural teaching attitudes. Participant responses were not associated with social desirability. Implications are discussed.

Previously, multicultural education literature has highlighted the increase of ethnically diverse students' growth in American public K-12 schools (Articles & McClafferty, 1998; Ladson-Billings, 1994). On the other hand, the literature reveals that many teachers are failing to appropriately exhibit culturally relevant pedagogical competence to accommodate the growth of students of color in American schools (NCDTF, 2004). Oftentimes, this contributes to the development of pre-service teachers that lack culturally relevant pedagogical preparation to teach students of color in American K-12 schools (Burden, Hodge, O'Bryant & Harrison, 2004; Ambrosio, Seguin, & Hogan, 2001). Thus, this study sought out to better understand how PETE teacher educators and pre-service students describe their methods of inclusion, teaching, and learning, as it relates to culturally relevant pedagogical preparedness. The study involved a phenomenological investigation of (8) teacher educators across (5) NCATE Accredited PETE programs about their pedagogical experiences with the phenomena of culturally relevant pedagogy (CRP) inclusion in curricula practices. In addition, (N=239) pre-service students across the (5) PETE Programs were assessed on their color-blind racial attitudes (racial awareness) and its relationship to their culturally relevant pedagogical skills and knowledge competence. Also, pre-service students' written descriptions were assessed via qualitative content analysis. Findings from this study revealed that PETE teacher educators experienced a) ethnocentric beliefs regarding students of color learning styles, behaviors, and preferences in K-12 physical education settings, b) that their White American pre-service students 'feared' teaching in schools with a high composition of ethnically/racially diverse students, c) that their programs lacked students and faculty of color, which the faculty indicated to add to the multicultural intelligence within the PETE program, and d) that more direct exposure in diverse settings would add to the multicultural teaching competence. Furthermore, findings indicate that pre-service students' awareness of racial and social inequalities is slightly associated with their reported levels of multicultural pedagogical skill competence. In addition, the pre-services students 'written descriptions' of their CRP preparedness indicated that their PETE methods courses and social interactions contributed the most to how they describe their learning of CRP practices and strategies.

Indonesia’s cultural and ethnic diversity in schools requires teachers to develop strong pedagogical competencies that foster cultural awareness. This study aims to (1) conduct sociocultural pedagogy socialization using a cultural awareness model for teachers at SDS Eka Cipta Kencana, (2) provide assistance in implementing multicultural pedagogy within classroom practices, and (3) evaluate the effectiveness of the socialization and assistance activities. The research employed a qualitative community-based research (CBR) design involving 13 teachers and 261 students, with data collected through interviews, observations, and documentation. Data were validated using source and technique triangulation to ensure credibility. The results show that multicultural pedagogy at SDS Eka Cipta Kencana has not been fully integrated into the formal curriculum but is implicitly practiced through teachers’ personal approaches that embrace local cultural contexts. Socialization and mentoring activities enhanced teachers’ understanding of multicultural pedagogy and fostered tolerance among students of diverse backgrounds. Rather than being confined to structured lessons, cultural awareness emerged through everyday interactions that validated students’ diverse identities. This suggests that in remote schools, diversity is not merely a backdrop but an active force that shapes more inclusive and humane forms of education. This study contributes to strengthening pedagogical practices in remote schools by offering a model of multicultural pedagogy grounded in cultural awareness that can inform future teacher development programs.