Experiences of Multicultural Education from the Perspective of Preservice Teachers

• In Event: Global Perspectives on Preparation for Diversity: Enacting Anti-Bias Pedagogies for Transformative Multicultural Education

Abstract

This study examines preservice teachers' experiences of multicultural curriculum implementation during practicum in South Korean elementary schools. Applying Snyder et al.'s (1992) fidelity–adaptive–enactment framework, preservice teachers’ reflective narratives were qualitatively analyzed to see how in-service teachers acknowledge the curriculum and utilize it in their classrooms with students from diverse cultural backgrounds. Results highlight the mismatch between theoretical multicultural education and classroom practices, identifying systemic constraints including standardized curricula and insufficient institutional support. The study underscores the necessity of integrating authentic, reflective experiences in teacher education programs and advocates structural reforms to cultivate educators' multicultural competencies, ultimately addressing South Korea’s increasing educational diversity.

Authors

• Jaebum Han, Kangwon National University

• Hyojeong Kim, Kangnam University