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This article studies the dimension of mainstream education management as the Thai government has been using it for a long time as a tool in developing the country. Its focus is on the educational management policy that is formulated by the central government. The main purpose of this policy is for designing teaching and learning styles as well as for measuring learning and evaluating the effects on students in the context of multiculturalism, in which the students are diverse. The objective of this research is to identify some guidelines in developing a model of experience training practicum for pre-service student teachers in accordance with a multicultural classroom, since the previous problem was that pre-service student teachers had to deal with students of different ethnicities and languages. The research method was qualitative research by providing multicultural education workshops in order for pre-service student teachers to acquire knowledge and understanding, and to become sensitive to a multicultural classroom before their actual teaching practicum in the school. In addition, the pre-service student teachers had to study the social phenomena, and conduct fieldwork. The conceptual framework for this research was the application of the multicultural education management by Sonia Nieto as an instruction for preparing pre-service teachers with the understanding of the concepts and practices of multicultural education. The findings of this research are that pre-service student teachers have integrated learning activities on the basis of cultural rights in the classroom. Their positive attitude and behaviors in treating students in the multicultural classroom are various. Pre-service student teachers often encounter problems with educational policy if school objectives of educational management are not conducive to the integration of teaching and learning management in multicultural education. The findings of this research will provide guidelines for effectively preparing the new generation of teachers in multicultural classroom. Moreover, the guidelines will help to create knowledge, and understanding of the concepts and practices of multicultural education.
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