Pre-service Teachers’ Perceptions and Their Professional Preparation Levels for Multicultural Education: Implications for Teacher Education Curricula

Authors : Aybüke DURMUŞ, Hünkar KORKMAZ

Pages : 441-452

Doi:10.24106/KEFDERGI-2023-0013

View : 118 | Download : 218

Publication Date : 2023-07-31

Article Type : Research Paper

Abstract :Purpose: This study examines pre-service teachers’ perceptions and their professional preparation levels for multicultural education. Design/Methodology/Approach: In accordance with the research problems, this study was conducted using a mixed method research and a partial mixed sequential and equal status design. In the quantitative part, 381 pre-service teachers were surveyed using the Multicultural Perception Scale insert ignore into journalissuearticles values(MPC); to assess their perspectives on multicultural education. In the qualitative part, 20 pre-service teachers were interviewed individually to determine their levels of professional preparation for multicultural education. Findings: The quantitative findings of the study showed that pre-service teachers have a moderate level of perception their professional preparation levels for multicultural education. Pre-service teachers enrolled in the Primary Education program have a higher perception of multicultural education than pre-service teachers enrolled in other teacher education programs. Furthermore, there is no significant difference between grades. On the other hand, it appears that male pre-service teachers have significantly lower perceptions of multicultural education than female pre-service teachers. Pre-service teachers are observed to emphasize the terms \`diversity, interaction, and togetherness\` when defining multicultural education, according to the qualitative findings of this study. In addition, they emphasized the interactions between pre-service teachers and international students, the program\`s course content, and extracurricular activities in light of the findings regarding the teacher education program\`s contribution to and opportunities for enhancing the levels of professional preparation for multicultural education. Examining the recommendations of pre-service teachers for teacher education, it is evident that more opportunities for extracurricular activities, school experience, and observation are recommended. Another recommendation highlighted is the addition of a multicultural education course to the teacher education program. Highlights: According to the findings, multicultural education must be more thoroughly integrated into teacher education programs. It is anticipated that the study\`s findings will contribute to future studies of curriculum development and research on multicultural education conducted by those involved in teacher education at the national and international levels.
Keywords : Multiculturalism, Multicultural education, Multicultural teacher education, Curriculum and instruction, Mixed methods study