Intercultural Sensitivity as a Factor in Perceived Culturally Responsive Teaching of Teachers in Northern Thailand

Pimmada Charoensilp
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Abstract

This study examined the relationship of teachers’ intercultural sensitivity to their in-class culturally responsive teaching. A total of 168 teachers with teaching experience in multicultural classrooms in northern Thailand answered a questionnaire with two psychological scales: the intercultural sensitivity scale and the culturally responsive teaching practice scale. To supplement quantitative findings, 19 teachers from the total number of participants were included in the semi-instructed interview. By conducting factor analysis, intercultural sensitivity perceived by teachers with multicultural facilitation experience in northern Thailand was extracted into three components: interaction engagement, interaction confidence, and respect for cultural differences. The results from structural equation modelling indicate that teachers’ intercultural sensitivity significantly affects teachers’ perceived culturally responsive teaching practices with the largest coefficient size. This study also discussed the associations between teachers’ culturally responsive teaching practices and other significant background factors based on the local context, including school size, non-local student enrolment frequency, overseas travel experience, and the existence of intercultural colleagues.
跨文化敏感性是影响泰国北部教师文化适应性教学的因素之一
本研究探讨了教师的跨文化敏感性与课堂文化敏感性教学之间的关系。共有 168 名在泰国北部多元文化课堂上有教学经验的教师回答了问卷,问卷包含两个心理量表:跨文化敏感性量表和文化敏感性教学实践量表。为了补充定量研究结果,在所有参与者中有 19 名教师参加了半指导式访谈。通过因子分析,泰国北部具有多元文化促进经验的教师所感知的跨文化敏感性被提取为三个组成部分:互动参与、互动自信和尊重文化差异。结构方程模型的结果表明,教师的跨文化敏感性显著影响教师感知到的文化顺应型教学实践,其系数最大。本研究还讨论了教师的文化顺应型教学实践与其他重要背景因素(包括学校规模、非本地学生入学频率、海外旅行经历和是否有跨文化同事)之间的关联。
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