The Effect of Multicultural Education on Preservice Teachers’ Attitude and Efficacy: Testing Bank’s Content Integration Dimension

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dc.authorscopusid57226012436
dc.authorscopusid35421841300
dc.contributor.authorAkcaoğlu, Mustafa Öztürk
dc.contributor.authorArsal, Zeki
dc.date.accessioned2024-09-25T19:45:05Z
dc.date.available2024-09-25T19:45:05Z
dc.date.issued2022
dc.departmentAbant İzzet Baysal Üniversitesien_US
dc.description.abstractThe sudden increase in diversity in the public schools has caught teacher preparation institutions unprepared. The situation has led to a need to develop instructional interventions to help pre-service teachers get ready for a new context that they will be facing for the first time. Multicultural education can be of great importance to address the issues related to diversities. In order to create multicultural environments at schools, all the actors of the educational area need skills to better communicate with students from different cultures. One of the most important topics during the teacher training process is equipping the pre-service teachers with the necessary skills, attitudes, and information to teach in multicultural environments. To this end, designing a teacher-training curriculum to raise pre-service teachers' multicultural efficacy levels is essential. In this quasi-experimental study, we investigated the effects of a 10-week multicultural education intervention carried out through Bank’s content integration process. Fifty-two pre-service teachers enrolled at the department of social sciences in a state university in Turkey participated in the study. Findings indicated a statistically significant difference between the pre-test and post-test scores of the pre-service teachers in the experimental group, who attended the 10-week course, in terms of their multicultural attitude and efficacy. It was concluded that the multicultural education intervention, carried out according to Bank's content integration dimension, significantly affected pre-service teachers' multicultural attitude and efficacy. © 2022, Ozgen Korkmaz. All rights reserved.en_US
dc.identifier.doi10.17275/per.22.44.9.2
dc.identifier.endpage357en_US
dc.identifier.issn2148-6123
dc.identifier.issue2en_US
dc.identifier.scopus2-s2.0-85122175253en_US
dc.identifier.scopusqualityQ3en_US
dc.identifier.startpage343en_US
dc.identifier.urihttps://doi.org/10.17275/per.22.44.9.2
dc.identifier.urihttps://hdl.handle.net/20.500.12491/12843
dc.identifier.volume9en_US
dc.indekslendigikaynakScopusen_US
dc.language.isoenen_US
dc.publisherOzgen Korkmazen_US
dc.relation.ispartofParticipatory Educational Researchen_US
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanıen_US
dc.rightsinfo:eu-repo/semantics/openAccessen_US
dc.snmzYK_20240925en_US
dc.subjectContent integrationen_US
dc.subjectMulticultural attitudesen_US
dc.subjectMulticultural educationen_US
dc.subjectMulticultural efficacyen_US
dc.subjectPre-service teachersen_US
dc.titleThe Effect of Multicultural Education on Preservice Teachers’ Attitude and Efficacy: Testing Bank’s Content Integration Dimensionen_US
dc.typeArticleen_US

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