Professional development in multicultural education: What can we learn from the Australian context?. (June 2022)

• Record Type: Journal Article
• Authors: Abacioglu, Ceren S.; Fischer, Agneta H.; Volman, Monique
• Is Part Of: Teaching and teacher education. Volume 114(2022)
• Publication Date: 2022-06
• Subjects: Professional development -- Multicultural education -- English as a second language -- Diversity -- Structural equation modeling; Teaching -- Periodicals; Teachers -- Training of -- Periodicals; Enseignement -- Périodiques; Enseignants -- Formation -- Périodiques; Electronic journals; 371.10205
• DOI: 10.1016/j.tate.2022.103701
• Languages: English
• ISSNs: 0742-051X

Abstract

Abstract: Including data from 3006 in-service primary and secondary public-school teachers in New South Wales, we investigated the effects of professional development in multicultural education on teachers' beliefs about the effectiveness of multicultural strategies in fostering a culturally inclusive environment, the importance of these strategies in providing equitable opportunities for students, and the teachers' support for monocultural ideologies and practices. Our multilevel structural equation model showed that teachers who received professional development, especially during their in-service years, had more positive attitudes and beliefs about multicultural ideologies and practices compared to teachers who did not undergo professional development. Highlights: The role of professional development on teachers' multicultural attitudes and beliefs were examined. Two types of professional development were distinguished: Multicultural Education and English as a Second Language (ESL). Both types of professional development were associated with more positive beliefs about multicultural practices. Only professional development in ESL was associated with more positive multicultural attitudes. The most effective time to receive professional development is during in-service years.