Preservice Teachers' Perception of Readiness in Multicultural Education
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This study examined four female early childhood preservice teachers’ perception of readiness to work with children and families from diverse cultural and linguistic backgrounds and the factors that influence their perceived readiness. Although both of the two Caucasian and two ethnic minority student teachers exhibited competence to work with diverse populations, they were confronted by a lack of skills and deep understandings of diversity in field placement. The factors that influenced the preservice teachers’ perception of multicultural readiness were more complex and multifaceted, interwoven with their attitudes, prior experiences, multicultural training, and ethnicity. This study suggests that teacher educators need to recognize multidimensional backgrounds of each preservice teacher and understand how those factors are translated to their teaching. Also, educators need to provide practical and specific knowledge and skills to preservice teachers so they can effectively work with diverse students and families.
Abstract
This study examined four female early childhood preservice teachers’ perception of readiness to work with children and families from diverse cultural and linguistic backgrounds and the factors that influence their perceived readiness. Although both of the two Caucasian and two ethnic minority student teachers exhibited competence to work with diverse populations, they were confronted by a lack of skills and deep understandings of diversity in field placement. The factors that influenced the preservice teachers’ perception of multicultural readiness were more complex and multifaceted, interwoven with their attitudes, prior experiences, multicultural training, and ethnicity. This study suggests that teacher educators need to recognize multidimensional backgrounds of each preservice teacher and understand how those factors are translated to their teaching. Also, educators need to provide practical and specific knowledge and skills to preservice teachers so they can effectively work with diverse students and families.
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