Coursework, Fieldwork, and Multicultural Experiences: Analyzing the Determinants of Preservice Teachers' Ethnocultural Diversity Knowledge

• In Event: Imagining Sustainable Futures in Education Across Transnational, Ethnocultural, and Language Communities

Abstract

The multicultural characteristics of classrooms pose significant challenges for many teachers around the world. Previous research has widely explored teachers’ beliefs and attitudes about multicultural learners, but there is little empirical attention to teachers’ knowledge about ethnic and cultural diversity. Based on a performance test of 819 preservice teachers from six different teacher education programs in Flanders (Belgium), we investigated the links between preservice learning opportunities and teachers’ ethnocultural diversity knowledge. Multilevel regression analysis revealed a significant relation between integrating diversity and multiculturalism into education courses, multicultural experiences and preservice teachers' cultural diversity knowledge. No relation was found between stand-alone courses, field experiences, and teacher candidates’ cultural diversity knowledge. Implications for teacher education programs and teacher educators are discussed.

Authors

• Hakan Dursun, KU Leuven
  Presenting Author

• Orhan Ağirdağ
  Non-Presenting Author