Understanding and Enhancing Multicultural Teaching in Preschool

Autor/inn/en	Leung, Chi-Hung; Hue, Ming-Tak
Titel	Understanding and Enhancing Multicultural Teaching in Preschool
Quelle	In: Early Child Development and Care, 187 (2017) 12, S.2002-2014 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0300-4430
DOI	10.1080/03004430.2016.1203308
Schlagwörter	Foreign Countries; Preschool Teachers; Multicultural Education; Developmentally Appropriate Practices; Teacher Competencies; Kindergarten; Factor Analysis; Factor Structure; Teacher Competency Testing; Correlation; Teaching Skills; Knowledge Base for Teaching; Statistical Analysis; Questionnaires; Multivariate Analysis; Hong Kong + Suchen Sie Ihr Suchwort? Ausland; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Multikulturelle Erziehung; Entwicklungsbezogene Bildung; Lehrkunst; Faktorenanalyse; Faktorenstruktur; Korrelation; Lehrbefähigung; Lehrkompetenz; Unterrichtsbefähigung; Teaching theory; Theory of teaching; Unterrichtstheorie; Statistische Analyse; Fragebogen; Multivariate Analyse; Hongkong
Abstract	Preschool teachers are an important element of high-quality, developmentally and multiculturally appropriate early childhood programmes. 7.5% of the total 160,000 children enrolled in Hong Kong kindergartens are ethnic-minority students and they are neglected in the Hong Kong education system until 2008. This study investigated the perceptions of teaching competency in multicultural classrooms held by 347 teachers at 22 kindergartens in Hong Kong. The study aims at (a) using Confirmatory Factor Analysis to validate the factor structure of the multicultural teaching competency scale (MTCS) among preschool teachers, (b) assessing the model difference of MTCS between teachers with and without multicultural training, and (c) informing the practice of multicultural teaching in early childhood education. The results indicated that a tripartite model in which the MTCS assessed skills, knowledge, and relationships obtained a statistical fit to a Hong Kong preschool sample, as in earlier research on a primary school sample in Hong Kong. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01