Promoting Pre-Service Teachers' Multicultural Competence through Culturally Responsive Pedagogy-Based Art Education Course
DOI:
https://doi.org/10.57260/rcmrj.2023.261952Keywords:
Multicultural competence, Pre-service teachers, Culturally responsive teachingAbstract
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.
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