To browse Academia. The purpose of this study was to examine teacher candidates' perceptions regarding multicultural education in general, as well as to investigate whether content integration dimension is effective in terms of teaching multicultural education. Data for the study were collected from the semi-structured interviews performed with 10 teacher candidates. The participants were enrolled in the department of social sciences teaching of a faculty of education at a state university in Western Black Sea Region, Turkey.
The results of the study revealed that teacher candidates' perceptions with regard to defining multicultural education, constructing the definition, promoting multicultural education, the place of multicultural education in teacher training programmes and the effect of content integration differ greatly based on their experiences and educational backgrounds.
The bulk of scholarship on multicultural education continues to focus exclusively on U. Previous studies published in this field also have focused largely on topics that are considered relevant for the United States, whereas little attention has been paid to topics that are less problematized in the United States. In this mixed-method study, we explore teachers' understanding of multicultural education in Flanders Belgium , and we examine whether teacher and school characteristics correlate with the degree to which teachers integrate multicultural content.
Survey results with in-service teachers from 68 schools and in-depth interviews with 26 teachers from 5 schools are used. The results point out that teachers focus mainly on religious diversity when they were asked about their understanding of multicultural education.
However, their understanding was largely limited to the " contributions approach " and " additive approach " to multicultural education. Multilevel analysis revealed that ethnic minority teachers reported higher levels of multicultural content integration than. The sudden increase in diversity in the public schools has caught teacher preparation institutions unprepared.
