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Critical multicultural education and preservice teachers’ multicultural attitudes

Critical multicultural education and preservice teachers’ multicultural attitudes 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/approachThe 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.FindingsAnalyses 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 implicationsTeacher education program planners should integrate multicultural content, materials and activities into teaching methods courses to promote change in preservice teachers’ multicultural attitudes.Originality/valueThis study contributes to the multicultural studies on teacher education. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Journal for Multicultural Education Emerald Publishing

Critical multicultural education and preservice teachers’ multicultural attitudes

Arsal, Zeki
Journal for Multicultural Education , Volume 13 (1): 13 – Mar 22, 2019
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13 pages

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Publisher
Emerald Publishing
Copyright
© Emerald Publishing Limited
ISSN
2053-535X
DOI
10.1108/jme-10-2017-0059
Publisher site
See Article on Publisher Site

Abstract

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/approachThe 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.FindingsAnalyses 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 implicationsTeacher education program planners should integrate multicultural content, materials and activities into teaching methods courses to promote change in preservice teachers’ multicultural attitudes.Originality/valueThis study contributes to the multicultural studies on teacher education.

Journal

Journal for Multicultural Education – Emerald Publishing

Published: Mar 22, 2019

Keywords: Teacher education; Multicultural; Content integration; Critical multicultural education

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