开发职前教师跨文化能力量表:菲律宾案例研究

Jhaynee Lou P. Tudayan, Justin Ian N. Ogoy, Jose J. Pangngay
{"title":"开发职前教师跨文化能力量表:菲律宾案例研究","authors":"Jhaynee Lou P. Tudayan, Justin Ian N. Ogoy, Jose J. Pangngay","doi":"10.52006/main.v6i4.869","DOIUrl":null,"url":null,"abstract":"As classrooms grow increasingly diverse, cross-cultural competence (CCC) becomes imperative for pre-service teachers to create inclusive, equitable learning environments. Hence, this study focuses on developing a cross-cultural competence scale specifically for pre-service teachers that highlights the dynamic nature of education and the need to foster inclusivity amid increasing classroom diversity, aiming to address gaps concerning assessment tools dedicated explicitly for pre-service teachers. Exploratory factor analysis of an initial 29-item scale assessing knowledge, teaching flexibility, willingness to engage students, and cultural empathy administered to 109 Filipino pre-service teachers' responses ultimately yielded a 22-item, two-factor structure with sound psychometric properties: \"Attitudes Toward Culturally Diverse Students\" and \"Cultural Knowledge and Teaching Flexibility.\" The factors align well with the conceptual domains of cognitive, affective, and psychomotor learning. This research significantly contributes a contextualized CCC instrument that enhances multicultural education and evaluates pre-service teachers' readiness for diverse classrooms, aligning with the educational dynamic imperative. In summary, this research makes an invaluable contribution to teacher training and multicultural education by developing a targeted and rigorously validated assessment tool.","PeriodicalId":52652,"journal":{"name":"Philippine Social Science Journal","volume":null,"pages":null},"PeriodicalIF":0.0000,"publicationDate":"2024-04-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Developing a Cross-Cultural Competence Scale for Pre-Service Teachers: A Filipino Case Study\",\"authors\":\"Jhaynee Lou P. Tudayan, Justin Ian N. Ogoy, Jose J. Pangngay\",\"doi\":\"10.52006/main.v6i4.869\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"As classrooms grow increasingly diverse, cross-cultural competence (CCC) becomes imperative for pre-service teachers to create inclusive, equitable learning environments. Hence, this study focuses on developing a cross-cultural competence scale specifically for pre-service teachers that highlights the dynamic nature of education and the need to foster inclusivity amid increasing classroom diversity, aiming to address gaps concerning assessment tools dedicated explicitly for pre-service teachers. Exploratory factor analysis of an initial 29-item scale assessing knowledge, teaching flexibility, willingness to engage students, and cultural empathy administered to 109 Filipino pre-service teachers' responses ultimately yielded a 22-item, two-factor structure with sound psychometric properties: \\\"Attitudes Toward Culturally Diverse Students\\\" and \\\"Cultural Knowledge and Teaching Flexibility.\\\" The factors align well with the conceptual domains of cognitive, affective, and psychomotor learning. This research significantly contributes a contextualized CCC instrument that enhances multicultural education and evaluates pre-service teachers' readiness for diverse classrooms, aligning with the educational dynamic imperative. In summary, this research makes an invaluable contribution to teacher training and multicultural education by developing a targeted and rigorously validated assessment tool.\",\"PeriodicalId\":52652,\"journal\":{\"name\":\"Philippine Social Science Journal\",\"volume\":null,\"pages\":null},\"PeriodicalIF\":0.0000,\"publicationDate\":\"2024-04-05\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Philippine Social Science Journal\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.52006/main.v6i4.869\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"\",\"JCRName\":\"\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Philippine Social Science Journal","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.52006/main.v6i4.869","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"","JCRName":"","Score":null,"Total":0}
引用次数: 0

摘要

随着课堂教学日益多样化,跨文化能力(CCC)对于职前教师创造全纳、公平的学习环境变得至关重要。因此,本研究的重点是开发一个专门针对职前教师的跨文化能力量表,该量表突出了教育的动态性质,以及在课堂日益多样化的情况下促进包容性的必要性,旨在弥补专门针对职前教师的评估工具的不足。对最初的 29 个项目量表进行了探索性因子分析,对 109 名菲律宾岗前教师的回答进行了知识、教学灵活性、学生参与意愿和文化共鸣等方面的评估,最终得出了一个 22 个项目的双因子结构,具有良好的心理测量特性:"对多元文化学生的态度 "和 "文化知识与教学灵活性"。这两个因子与认知、情感和心理运动学习的概念领域十分吻合。这项研究极大地促进了情境化的 CCC 工具,加强了多元文化教育,并评估了职前教师对多元化课堂的准备情况,符合教育动态的要求。总之,本研究通过开发有针对性的、经过严格验证的评估工具,为教师培训和多元文化教育做出了宝贵贡献。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Developing a Cross-Cultural Competence Scale for Pre-Service Teachers: A Filipino Case Study
As classrooms grow increasingly diverse, cross-cultural competence (CCC) becomes imperative for pre-service teachers to create inclusive, equitable learning environments. Hence, this study focuses on developing a cross-cultural competence scale specifically for pre-service teachers that highlights the dynamic nature of education and the need to foster inclusivity amid increasing classroom diversity, aiming to address gaps concerning assessment tools dedicated explicitly for pre-service teachers. Exploratory factor analysis of an initial 29-item scale assessing knowledge, teaching flexibility, willingness to engage students, and cultural empathy administered to 109 Filipino pre-service teachers' responses ultimately yielded a 22-item, two-factor structure with sound psychometric properties: "Attitudes Toward Culturally Diverse Students" and "Cultural Knowledge and Teaching Flexibility." The factors align well with the conceptual domains of cognitive, affective, and psychomotor learning. This research significantly contributes a contextualized CCC instrument that enhances multicultural education and evaluates pre-service teachers' readiness for diverse classrooms, aligning with the educational dynamic imperative. In summary, this research makes an invaluable contribution to teacher training and multicultural education by developing a targeted and rigorously validated assessment tool.
求助全文
通过发布文献求助,成功后即可免费获取论文全文。 去求助
来源期刊
自引率
0.00%
发文量
25
审稿时长
12 weeks
×
引用
GB/T 7714-2015
复制
MLA
复制
APA
复制
导出至
BibTeX EndNote RefMan NoteFirst NoteExpress
×
提示
您的信息不完整,为了账户安全,请先补充。
现在去补充
×
提示
您因"违规操作"
具体请查看互助需知
我知道了
×
提示
确定
请完成安全验证×
copy
已复制链接
快去分享给好友吧!
我知道了
右上角分享
点击右上角分享
0
联系我们:info@booksci.cn Book学术提供免费学术资源搜索服务,方便国内外学者检索中英文文献。致力于提供最便捷和优质的服务体验。 Copyright © 2023 布克学术 All rights reserved.
京ICP备2023020795号-1
ghs 京公网安备 11010802042870号
Book学术文献互助
Book学术文献互助群
群 号:481959085
Book学术官方微信