Factor Structure of Multicultural Teaching Competency Scale for School-Teachers in Hong Kong

Autor/inn/en	Leung, Chi Hung; Hue, Ming Tak
Titel	Factor Structure of Multicultural Teaching Competency Scale for School-Teachers in Hong Kong
Quelle	In: Australian Journal of Teacher Education, 45 (2020) 7, S.1-14, Artikel 1 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1835-517X
Schlagwörter	Foreign Countries; Teacher Competencies; Student Diversity; Culturally Relevant Education; Teacher Education Programs; Teaching Skills; Knowledge Base for Teaching; Teacher Attitudes; Elementary School Teachers; Secondary School Teachers; Factor Structure; Factor Analysis; Test Validity; Interpersonal Competence; Cultural Awareness; Asian Culture; Hong Kong + Suchen Sie Ihr Suchwort? Ausland; Lehrkunst; Lehrbefähigung; Lehrkompetenz; Unterrichtsbefähigung; Teaching theory; Theory of teaching; Unterrichtstheorie; Lehrerverhalten; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Faktorenstruktur; Faktorenanalyse; Testvalidität; Interpersonale Kompetenz; Cultural identity; Kulturelle Identität; Hongkong
Abstract	This study investigates the perceptions of teaching competency in multicultural classrooms held by 421 teachers at 16 schools in Hong Kong. The aims of the study are (a) to use confirmatory factor analysis to validate a culturally appropriate version of the Multicultural Teaching Competency Scale (MTCS), (b) to assess three types of multicultural-teaching competency, and (c) to provide recommendations for teacher-education institutes and policy makers on developing effective training in multicultural education. The results indicate that a tripartite model assessing skills, knowledge, and relationships, the core features of multicultural-teaching competency as assessed by the MTCS from a Hong Kong sample. The teachers all identified multicultural-teaching relationships as the most important component of multicultural-teaching competency. Future researchers should examine the concurrent validity of the MTCS and the cultural contexts of multicultural-teaching relationships. Recommendations are also made for incorporating the Confucian beliefs of fairness, justice, and equity into multicultural classroom. (As Provided).
Anmerkungen	Edith Cowan University. Bradford Street, Mount Lawley, West Australia 6050, Australia. Web site: http://ro.ecu.edu.au/ajte/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01