Preservice Teachers' Multicultural Attitudes, Intercultural Sensitivity, and their Multicultural Teaching Efficacy
Abstract
This study examined early childhood preservice teachers’ multicultural teaching efficacy and its association with their multicultural attitudes and intercultural sensitivity. A total of 90 preservice teachers enrolled in an early childhood teacher education program in a state university in the Northeast U.S. were included in this study. The results showed that preservice teachers’ multicultural attitude and all five sub-constructs of intercultural sensitivity including overall cultural sensitivity were positively related with multicultural teaching efficacy. The results also showed that preservice teachers’ attitudes and beliefs are significant factors in early childhood preservice teachers’ multicultural teaching efficacy. This study discusses educational implications in ways of enhancing preservice teachers’ sense of multicultural teaching efficacy.
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