Effects of Critical Multicultural Education on Preservice Teachers’ Multicultural Attitudes and Efficacy

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dc.contributor.authorKurtuluş, Fulya
dc.contributor.authorArsal, Zeki
dc.date.accessioned2024-09-25T20:15:10Z
dc.date.available2024-09-25T20:15:10Z
dc.date.issued2023
dc.departmentAbant İzzet Baysal Üniversitesien_US
dc.description.abstractThe aim of this study is to find out the effects of critical multicultural education (CME) on preservice teachers’ multicultural attitudes and efficacy. In order to investigate the effects of critical multicultural education, a nine-week CME program is designed. The program is based on Banks’ (2015) multicultural education approaches and dimensions. For this study, the multicultural content is integrated into English Language courses of the preservice teachers studying at English Language Teaching (ELT) program. A total of 46 preservice teachers participated for the study and a quasy-experimental design with an experimental and a control group is employed. Before and after the application, Multicultural Efficacy Scale (MES) is administered to all the participants (23 in control and 23 in experimental group). The MES is composed of two subscales; one is multicultural attitudes and the other one is multicultural efficacy. While in the control group the existing language program is applied, the experimental group is provided with critical multicultural education which is integrated into English courses. At the end of 9 weeks, the analysis of pretest and posttest results revealed that there is a significant difference in the multicultural attitudes and multicultural efficacy of experimental group before and after the program. Further, the posttest results showed that there is a significant difference between the experimental and control group in terms of preservice teachers’ multicultural attitudes and efficacy. As a result, CME applied in experimental group had significant and positive effects on preservice teachers’ multicultural attitudes and efficacy. Therefore, in order to increase preservice teachers’ multicultural attitudes and efficacy, CME can be provided for preservice teachers at teacher training programs at the collage and universities.en_US
dc.identifier.doi10.17240/aibuefd.2023..-1104858
dc.identifier.endpage378en_US
dc.identifier.issn1303-0493
dc.identifier.issn2148-4929
dc.identifier.issue1en_US
dc.identifier.startpage360en_US
dc.identifier.trdizinid1161941en_US
dc.identifier.urihttps://doi.org/10.17240/aibuefd.2023..-1104858
dc.identifier.urihttps://search.trdizin.gov.tr/tr/yayin/detay/1161941
dc.identifier.urihttps://hdl.handle.net/20.500.12491/15001
dc.identifier.volume23en_US
dc.indekslendigikaynakTR-Dizinen_US
dc.language.isoenen_US
dc.relation.ispartofAbant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisien_US
dc.relation.publicationcategoryMakale - Ulusal Hakemli Dergi - Kurum Öğretim Elemanıen_US
dc.rightsinfo:eu-repo/semantics/openAccessen_US
dc.snmzYK_20240925en_US
dc.subjectMulticultural efficacyen_US
dc.subjectmulticultural attitudeen_US
dc.subjectcritical multicultural educationen_US
dc.subjectteacher educationen_US
dc.titleEffects of Critical Multicultural Education on Preservice Teachers’ Multicultural Attitudes and Efficacyen_US
dc.typeArticleen_US

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