An Examination of Preschool Teacher Candidates' Pedagogical Conceptualizations of Multiculturalism in terms of Their Competence Perceptions: Multicultural Education in Early Childhood

Abstract

The purpose of this mixed method study is to examine the effect of preschool teacher candidates' multicultural competence perceptions on their pedagogical views. Within the scope of this purpose, 63 fourth grade students studying in the preschool teaching department of a foundation university in Istanbul were included in the study.  First, the Multicultural Competence Perceptions Scale was applied to all participants. In this way, the level of competence perception of the participants was determined. In addition, in the process of determining the subsample, four participants with high levels of multicultural competence perceptions were included in the higher group and four participants with low levels of multicultural competence perceptions were included in the lower group. After this, preschool teacher candidates in the lower and higher groups answered the questions with the help of five case scenarios on multicultural education in early childhood. While the quantitative data collected within the scope of the research were analyzed with descriptive statistics, the qualitative data were analyzed with inductive content analysis. The results showed that preschool teacher candidates' multicultural competence perceptions were high. On the other hand, preschool teacher candidates with higher competence perceptions evaluated issues related to multicultural education more holistically. Finally, all participants in the lower and higher groups expressed the idea of equity pedagogy in the context of promoting a positive classroom climate in early childhood education. The results were discussed in depth based on the existing literature and necessary suggestions were given regarding their educational implications.