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Investigating the Cultural Competence of Preservice Teachers: Comparisons and Considerations

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Title: Investigating the Cultural Competence of Preservice Teachers: Comparisons and Considerations
Language: English
Authors: Macqueen, Suzanne Elizabeth, Reynolds, Ruth, Ferguson-Patrick, Kate
Source: Journal of International Social Studies. 2020 10(1):113-137.
Availability: International Assembly of the National Council for the Social Studies. 8555 16th Street Suite 500, Silver Spring, MD 20910. Tel: 765-496-3029; Fax: 765-496-2210; Web site: http://www.iajiss.org/index.php/iajiss/index
Peer Reviewed: Y
Page Count: 25
Publication Date: 2020
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Early Childhood Education
Descriptors: Cultural Awareness, Preservice Teachers, Teacher Competencies, Foreign Countries, Student Diversity, World Views, Intercultural Communication, Teacher Student Relationship, First Generation College Students, Low Income Students, Teacher Expectations of Students, Teacher Education Programs, Early Childhood Education, Reflection, Equal Education, Context Effect, Public Schools, Universities
Geographic Terms: Australia
ISSN: 2327-3585
Abstract: Cultural competence is an important skill for 21st century teaching and learning, and as such, it features in various international teacher standards and accreditation documents. Teachers must be culturally competent so they can cater for diversity in their classrooms and prepare their students to live and work in a global economy/environment. Preparing preservice teachers for this role is not a particularly easy task, made more difficult given that diversity among teachers does not always match diversity of students in schools; furthermore, cultural competence is a contested concept. In this paper, we consider issues in the assessment of cultural competence from the research literature and focus on findings from one survey with preservice teachers at a regional university in Australia. Comparing these data with findings from an earlier study of American preservice teachers, we discuss significant differences from the two cohorts in responses to some survey items. Some findings raise issues around the suitability of cultural competence instruments across different contexts.
Abstractor: As Provided
Entry Date: 2020
Accession Number: EJ1251425
Database: ERIC
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  Data: International Assembly of the National Council for the Social Studies. 8555 16th Street Suite 500, Silver Spring, MD 20910. Tel: 765-496-3029; Fax: 765-496-2210; Web site: http://www.iajiss.org/index.php/iajiss/index
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  Data: Cultural competence is an important skill for 21st century teaching and learning, and as such, it features in various international teacher standards and accreditation documents. Teachers must be culturally competent so they can cater for diversity in their classrooms and prepare their students to live and work in a global economy/environment. Preparing preservice teachers for this role is not a particularly easy task, made more difficult given that diversity among teachers does not always match diversity of students in schools; furthermore, cultural competence is a contested concept. In this paper, we consider issues in the assessment of cultural competence from the research literature and focus on findings from one survey with preservice teachers at a regional university in Australia. Comparing these data with findings from an earlier study of American preservice teachers, we discuss significant differences from the two cohorts in responses to some survey items. Some findings raise issues around the suitability of cultural competence instruments across different contexts.
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      – Text: English
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        PageCount: 25
        StartPage: 113
    Subjects:
      – SubjectFull: Cultural Awareness
        Type: general
      – SubjectFull: Preservice Teachers
        Type: general
      – SubjectFull: Teacher Competencies
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      – SubjectFull: Foreign Countries
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      – SubjectFull: Student Diversity
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      – SubjectFull: World Views
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      – SubjectFull: Low Income Students
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      – SubjectFull: Teacher Expectations of Students
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      – SubjectFull: Australia
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