Should teachers be colorblind? How multicultural and egalitarian beliefs differentially relate to aspects of teachers' professional competence for teaching in diverse classrooms

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Author
Author
Hachfeld, Axinja; Hahn, Adam; Schroeder, Sascha; Anders, Yvonne; Kunter, Mareike
Journal
Teaching and Teacher Education
Details
Resource Type
Journal
Acquisition Number
BE025572
Published Date
08-06-2015 3:55 PM
Published Year
2015
Number of Pages
12
Language(s)
Subscription Only
No
Abstract
This study uses the framework of professional competence to investigate the relationship between two cultural beliefs, multiculturalism and colorblindness, and different aspects of professional competence for teaching immigrant students. Results from path model analyses with 433 beginning teachers showed that participants with multicultural beliefs reported higher motivational orientations (self-efficacy and enthusiasm for teaching, and more integrative career motives), more positive values (lower agreement with negative stereotypes), and more reported willingness to adapt their teaching. Colorblind beliefs showed no relationships to the former constructs and were negatively related to reported willingness to adapt teaching to culturally diverse students.
Topics
Teaching Methods and Strategies
Research
Research
Preservice Teacher Preparation
Immigrant Students
Culture