Multicultural Teaching Competency Research Articles

Predicting Elementary School Teachers’ Multicultural Teaching Competence

Predicting Elementary School Teachers’ Multicultural Teaching Competence

Factors associated with multicultural teaching competence: Social justice orientation and multicultural environment.

Factors associated with multicultural teaching competence: Social justice orientation and multicultural environment.

유아교사용 다문화교수역량 척도 개발 연구

유아교사용 다문화교수역량 척도 개발 연구

A Structural Relationship among Multicultural Attitude, Multicultural Teaching Competency, and Multicultural Efficacy for Secondary School Teacher

A Structural Relationship among Multicultural Attitude, Multicultural Teaching Competency, and Multicultural Efficacy for Secondary School Teacher

Multicultural teaching competence of Korean early childhood educators

Discourse among early childhood education researchers increasingly emphasizes the need for teachers to better understand and support diversity in their classrooms. As part of a larger mixed-method study, this qualitative research illuminates Korean early childhood educators’ multicultural teaching competence. While Korean classrooms are in transition toward much greater ethnic, linguistic, and cultural diversification, few teacher preparation programs were found to offer classes on diversity or multicultural issues. This study sought to explore what variables might impact participant teachers’ level of multicultural teaching competence. The present study identifies three components of multicultural teaching competence (i.e. knowledge, skills, and sensitivity) and suggests positive ways to develop each component.

Understanding and enhancing multicultural teaching in preschool

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.

Effects of cultural orientation on multicultural teaching competence mediated by multicultural sensitivity and multicultural attitude

Effects of cultural orientation on multicultural teaching competence mediated by multicultural sensitivity and multicultural attitude

Pre-service physical education teachers’ Indigenous knowledge, cultural competency and pedagogy: a service learning intervention

In this paper, we investigate the effects of a community- and school-based service learning experience (SLE) on pre-service physical education teachers’ Indigenous knowledge, cultural competency and pedagogy. Informed by the theoretical tenets of Indigenous research methodologies, experiential learning and critical reflection, we examine 55 final-year pre-service physical education teachers’ (age: 21.9 [8.3]; 10.7% low SES; 68% females) cultural learning and competency in a core unit of study with a six-week SLE. Measures of their experiences included reflective journals, multicultural teaching competency scales and focus group interviews. Findings support the design of the SLE, with statistically significant changes in pre-service teachers’ perceptions of their cultural competency (p < 0.001). Pre-service teachers were able to challenge their assumptions about Indigenous students, plan and implement student-centred and culturally relevant pedagogies. Attention is drawn to the design of this SLE and demonstrates the importance of using Indigenous community members and teachers as mentors, which has not been explored in previous SLE studies.

Cultural Orientation mediated by Multicultural Sensitivity and Multicultural Teaching Competency on Multicultural Attitude among Early Childhood Preservice Teachers

Cultural Orientation mediated by Multicultural Sensitivity and Multicultural Teaching Competency on Multicultural Attitude among Early Childhood Preservice Teachers

The Development and Validation of a Multicultural Teaching Competency Scale for Secondary School Teachers

The Development and Validation of a Multicultural Teaching Competency Scale for Secondary School Teachers

Physical Education Undergraduate Students’ Colorblind Racial Ideology and Multicultural Teaching Competence

Abstract The purpose of this study was to analyze links between racial ideology and multicultural teaching competencies as perceived by undergraduate students in physical education teacher education (PETE) programs. Data were collected from physical education students (N = 239) across five PETE programs in the Northeastern region of the United States via a demographic questionnaire and two survey scales: (a) the Colorblind Racial Attitudes Scale (CoBRAS; Neville et al., 2000, Construction and initial validation of the color-blind racial attitudes scale (CoBRAS). Journal of Counseling Psychology, 47, 59–70) and (b) the Multicultural Teaching Competency Scale (MTCS; Spanierman et al., 2010, The multicultural teaching competencies scale (MTCS): Development and initial validation. Urban Education). Pearson product moment correlations indicated a significant negative association between scores on the MTCS’s skills dimension and participants’ colorblind racial attitudes. In addition, MANOVA results indicated significant differences in scores on the MTCS for participants at the different PETE programs in their level of perceived multicultural competence. We discuss implications of the findings and offer recommendations for teacher preparation.

The Effects of Cultural Orientation Mediated by Multicultural Teaching Efficacy on Multicultural Teaching Competence among Early Childhood Teachers

The Effects of Cultural Orientation Mediated by Multicultural Teaching Efficacy on Multicultural Teaching Competence among Early Childhood Teachers

An Analysis of Perception on the Multicultural Teaching Competency of Secondary School Teachers

An Analysis of Perception on the Multicultural Teaching Competency of Secondary School Teachers

The Development for Multicultural Teaching Competency Scale of Elementary School Teachers

The Development for Multicultural Teaching Competency Scale of Elementary School Teachers

The Multicultural Teaching Competency Scale: Development and Initial Validation

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.

Physical Education Teachers’ Cultural Competency

The purpose of this study was to evaluate the common assumption that teachers of color (TOC) are more culturally competent than White teachers by assessing physical education teachers’ cultural competency. A secondary purpose was to ascertain the possible differences in cultural competence levels of White teachers in diverse school settings versus those in more racially homogenous schools. One hundred and ninety physical education teachers from two states in the southeastern U.S. completed a demographic questionnaire and the Multicultural Teaching Competency Scale (MTCS) (Spanierman et al., 2006). The MTCS consists of two subscales; multicultural teaching knowledge (MTK), and multicultural teaching skills (MTS). MANCOVA analyses indicated significant differences with TOC scoring higher in both MTK and MTS than White teachers. Results also indicated that White teachers in city school settings scored significantly higher in MTK than those from more rural school. Results and implications for teacher preparation and professional development are discussed.

Service‐Learning for Multicultural Teaching Competency: Insights from the Literature for Teacher Educators

(2000). Service‐Learning for Multicultural Teaching Competency: Insights from the Literature for Teacher Educators. Equity & Excellence in Education: Vol. 33, No. 3, pp. 21-29.