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Multicultural teacher education and diversity practices in early childhood

Multicultural teacher education and diversity practices in early childhood PurposeMulticultural teacher education (MTE), self-efficacy and satisfaction are all important for teachers, especially as they relate to their engagement in practices that are beneficial for culturally and linguistically diverse children. Yet it remains to be seen how these important constructs work together to predict teaching practices once teachers enter the field. The purpose of this paper is to explore how MTE, teacher efficacy, teacher satisfaction and culturally responsive teaching (CRT) practices are related among early childhood teachers.Design/methodology/approachSpecifically, the paper will address the connections between these variables via a path analysis. Previously collected data from 105 public early childhood teachers (PreK-2) in a single county in the Southeast United States was analyzed for the study.FindingsResults suggest that CRT in early childhood is a three-faceted construct with teacher efficacy having a direct effect on all dimensions of CRT and teacher satisfaction having a direct effect on two dimensions of CRT. MTE did not have any direct effect on teacher efficacy, teacher satisfaction or CRT.Originality/valueThis paper contributes to the literature in that it is especially necessary to examine how teacher education influences teachers’ efficacy and practices with culturally and linguistically diverse students. There is limited research on how these variables work together in the early childhood setting. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Journal for Multicultural Education Emerald Publishing

Multicultural teacher education and diversity practices in early childhood

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Publisher
Emerald Publishing
Copyright
Copyright © Emerald Group Publishing Limited
ISSN
2053-535X
DOI
10.1108/JME-07-2017-0041
Publisher site
See Article on Publisher Site

Abstract

PurposeMulticultural teacher education (MTE), self-efficacy and satisfaction are all important for teachers, especially as they relate to their engagement in practices that are beneficial for culturally and linguistically diverse children. Yet it remains to be seen how these important constructs work together to predict teaching practices once teachers enter the field. The purpose of this paper is to explore how MTE, teacher efficacy, teacher satisfaction and culturally responsive teaching (CRT) practices are related among early childhood teachers.Design/methodology/approachSpecifically, the paper will address the connections between these variables via a path analysis. Previously collected data from 105 public early childhood teachers (PreK-2) in a single county in the Southeast United States was analyzed for the study.FindingsResults suggest that CRT in early childhood is a three-faceted construct with teacher efficacy having a direct effect on all dimensions of CRT and teacher satisfaction having a direct effect on two dimensions of CRT. MTE did not have any direct effect on teacher efficacy, teacher satisfaction or CRT.Originality/valueThis paper contributes to the literature in that it is especially necessary to examine how teacher education influences teachers’ efficacy and practices with culturally and linguistically diverse students. There is limited research on how these variables work together in the early childhood setting.

Journal

Journal for Multicultural EducationEmerald Publishing

Published: Nov 12, 2018

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