Pre-Service Early Childhood Teachers’ Change in Perception of Young, Multicultural Children and the Change in Efficacy of Multicultural Teaching Through Service-Learning
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This qualitative study set out to investigate the ways pre-service early childhood teachers performed service-learning at a daycare center with multicultural children in the J area and how their perception of young, multicultural children changed, along with their efficacy in multicultural teaching. The research analyzed the service-learning logbooks, service-learning final diaries, and in-depth interviews of 12 pre-service early childhood teachers who undertook service-learning in relation to early childhood multicultural education. The findings were as follows: First, as volunteers, the pre-service early childhood teachers had compassion for multicultural children at the beginning of the service-learning. They focused on their difficulties and provided help to meet their individual needs. As the service-learning progressed, they abandoned their negative prejudices toward multicultural children and came to understand them positively. Second, as learners, the pre-service teachers initially approached children carefully because they could not define their role toward them and could not interact with the young children appropriately. However, as the service-learning progressed, they learned practical knowledge such as teaching methods and role-model learning that fostered their efficacy in multicultural teaching.
Abstract
This qualitative study set out to investigate the ways pre-service early childhood teachers performed service-learning at a daycare center with multicultural children in the J area and how their perception of young, multicultural children changed, along with their efficacy in multicultural teaching. The research analyzed the service-learning logbooks, service-learning final diaries, and in-depth interviews of 12 pre-service early childhood teachers who undertook service-learning in relation to early childhood multicultural education. The findings were as follows: First, as volunteers, the pre-service early childhood teachers had compassion for multicultural children at the beginning of the service-learning. They focused on their difficulties and provided help to meet their individual needs. As the service-learning progressed, they abandoned their negative prejudices toward multicultural children and came to understand them positively. Second, as learners, the pre-service teachers initially approached children carefully because they could not define their role toward them and could not interact with the young children appropriately. However, as the service-learning progressed, they learned practical knowledge such as teaching methods and role-model learning that fostered their efficacy in multicultural teaching.
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