Pre-service Teachers’ Views on Multicultural Education Competencies: A Semi-Structured Interview Study

Abstract

Purpose: This study aims to determine preservice teachers’ views regarding multicultural education competencies. It is significant in exploring how teacher candidates conceptualize multicultural education and their perceived self- efficacy within this domain. Method: Adopting a qualitative research design

the study utilized the Grounded Theory approach. The participants consisted of 12 teacher candidates selected through criterion and maximum diversity sampling methods. Data were collected via a semi-structured interview form and interpreted using content analysis

inductive descriptive analysis

and constant comparison analysis. Findings: The findings reveal that preservice teachers define multicultural education as an integrative and unifying process based on cultural diversity

respect for differences

and equal opportunities. While participants acknowledge the critical importance of multicultural competence for effective learning

teacher quality

and classroom management

they perceive their own current competencies as insufficient. Conclusion: The research concludes that although preservice teachers possess high awareness regarding the necessity and functions of multicultural education

they experience a lack of confidence in their practical implementation skills. This suggests a need for pedagogical enhancements in teacher education programs to bridge the gap between theoretical awareness and practical competency.