Critical Multicultural Education and Preservice Teachers' Multicultural Attitudes

Autor/in	Arsal, Zeki
Titel	Critical Multicultural Education and Preservice Teachers' Multicultural Attitudes
Quelle	In: Journal for Multicultural Education, 13 (2019) 1, S.106-118 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2053-535X
DOI	10.1108/JME-10-2017-0059
Schlagwörter	Multicultural Education; Preservice Teachers; Control Groups; Experimental Groups; Attitude Measures; Student Attitudes; Pretests Posttests; Teacher Education Programs; Cultural Pluralism; Course Content; Teaching Methods; Methods Courses; Cultural Awareness; Learning Activities; Attitude Change; Turkish; Language Teachers; Foreign Countries; Turkey + Suchen Sie Ihr Suchwort? Multikulturelle Erziehung; Schülerverhalten; Kulturpluralismus; Kursprogramm; Teaching method; Lehrmethode; Unterrichtsmethode; Methodisch-didaktische Anleitung; Cultural identity; Kulturelle Identität; Lernaktivität; Attitudinal change; Einstellungsänderung; Türkisch; Language teacher; Sprachunterricht; Ausland; Türkei
Abstract	Purpose: This study aims to examine the effect of critical multicultural education on the multicultural attitudes of preservice teachers in a teacher education program. Design/methodology/approach: The study sample consisted of 76 preservice teachers enrolled in a teacher preparation program. This study used a pretest-posttest quasi-experimental research design with pretest-posttest. The multicultural content integration was implemented in an experimental group for one semester, and data were collected using the teacher multicultural attitude survey. Findings: Analyses indicated that preservice teachers who were exposed to the critical multicultural education program showed significantly greater progress in their multicultural attitudes compared with teachers in the control group. The results of this study indicate that the integrating critical multicultural education content into teacher education program has a positive effect on fostering preservice teachers' multicultural attitudes. Practical implications: Teacher education program planners should integrate multicultural content, materials and activities into teaching methods courses to promote change in preservice teachers' multicultural attitudes. Originality/value: This study contributes to the multicultural studies on teacher education. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01