Promoting Pre-Service Teachers' Multicultural Competence through Culturally Responsive Pedagogy-Based Art Education Course


  • Saipin Sungkitsin Faculty of Education, Chiang Mai University, Thailand
  • Nannaphat Saenghong Faculty of Education, Chiang Mai University, Thailand
  • Nongyao Nawarat Faculty of Education, Chiang Mai University, Thailand
  • Prasit Leepreecha Faculty of Social Sciences, Chiang Mai University, Thailand



Multicultural competence, Pre-service teachers, Culturally responsive teaching


This study aims to enhance the multicultural competence of preservice teachers by integrating culturally responsive teaching into teacher preparation courses. The study was designed as participatory action research, and 36 pre-service teachers, one instructor, and two in-service teachers were involved. The study collected qualitative data through semi-structured interviews and observations and quantitative data through a multicultural competency self-assessment scale. Quantitative data were analyzed with descriptive statistics, whereas qualitative data were analyzed with content analysis. The study's findings indicate that culturally responsive teaching-based courses in teacher education encompass six fundamental areas: attitude, culture, consideration, ethics, and pedagogy (or ACCEPT). In addition, enrollment in pedagogy-based teacher preparation courses led to an increase in pre-service students' multicultural competence. Among the three components of multicultural competency, statistics indicate that knowledge changes the most, followed by skills and attitudes. The study argues that incorporating multicultural education concepts into teacher education courses fosters multicultural competency in future teachers, albeit to varying degrees.


Banks, J. (2014). An introduction to multicultural education. NJ: Pearson.

Barnes, M.E. (2016). The student as teacher educator in service-learning. Journal of Experiential Education, 39(3), 238 - 253. DOI:10.1177/1053825916643831

Byker, E. J., & Putman, S. M. (2019). Catalyzing Cultural and Global Competencies: Engaging Preservice Teachers in Study Abroad to Expand the Agency of Citizenship. Journal of Studies in International Education, 23(1), 84–105.

Dana, K. S. (2022). Culturally responsive teaching in the art room. (Master’s thesis, Grand Valley State University).

Fox, W., & Gay, G. (1995). Integrating multicultural and curriculum principles in teacher education. Peabody Journal of Education, 70 (3), 64-82. DOI: 10.1080/01619569509538835

Gay, G. (1997). Multicultural infusion in teacher education: Foundations and applications. Peabody Journal of Education, 72 (1), 150-177, DOI: 10.1207/s15327930pje7201_8

Gay, G. (2002). Preparing for culturally responsive teaching. Journal of Teacher Education, 53 (2), 106-116. 002003

Gay, G. (2010). Culturally responsive teaching: Theory, research, and practice (2nd ed.) Teachers College Press.

Gay, G., & Howard, T. C. (2000). Multicultural teacher education for the 21st century. The Teacher Educator, 36 (1), 1-16.

Gay, G. (2015). The what, why, and how of culturally responsive teaching: International mandates, challenges, and opportunities. Multicultural Education Review, 7 (3), 123-139, DOI: 10.1080/2005615X.2015.1072079

Kemmis, S., & McTaggart, R. (1988). The Action Research Planner. (3rd ed.). Victoria: Deakin University.

Knight, W.B. (2006). Using contemporary art to challenge cultural values, beliefs, and assumptions. Art Education, 59 (4), 39-45.

Knight, W. B. (2015). Culturally responsive teaching in art education. The International Journal of Arts Education, 13(1), 70–89. 89.pdf

Krummel, A. (2013). Multicultural teaching models to educate pre-service teachers: Reflections, service-learning, and mentoring. Current Issues in Education, 16(1), 1-6.

Ladson-Billings, G. (2014). Culturally relevant pedagogy 2.0: a.k.a. the Remix. Harvard Educational Review, 84(1), 74-84. DOI:10.17763/haer.84.1.p2rj131485484751

Nawarat, N. (2018). Multicultural education critical perspectives and praxis in schooling. Wanida Karnpim Limited Partnership.

Rychly, L., & Graves, E. (2012). Teacher characteristics for culturally responsive pedagogy. Multicultural Perspectives, 14 (1), 44-49. DOI: 10.1080/15210960.2012.646853

Suwanma, P., & Srisuk, K. (2017). The Effect of Instructional Management Competencies of Teachers in Multi-Ethnic Classrooms. Journal of Education Khon Kaen University. 40(1), 73-84. 73846. (In Thai)




How to Cite

Sungkitsin, S., Saenghong , N., Nawarat , N., & Leepreecha, P. (2023). Promoting Pre-Service Teachers’ Multicultural Competence through Culturally Responsive Pedagogy-Based Art Education Course. Community and Social Development Journal, 24(1), 116–130.



บทความวิจัย (RESEARCH ARTICLE)