How much are Academics at Faculties of Education Ready for Multicultural Education

Abstract

The purpose of this study is to identify perceptions of academics who work in education faculties on Critical Multicultural Education –Teacher Competences. The study group of the descriptive study consisted of academics who work in education faculties of 93 universities in the academic year of 2016-2017. The research study included 328 academics. The research data were collected through the “Critical Multicultural Education Teacher Competences Scale” (CMETCS). The Critical Multicultural Education Teacher Competences Scale consists of 4 sub-dimensions as awareness, knowledge, skill and attitude. The scale had a .85 reliability coefficient. The scale development study was carried out in the province of İstanbul with 421 teachers who worked at different levels and branches. The reliability analysis which was performed to determine the appropriateness of the scale for this study demonstrated that reliability coefficients of the sub-dimensions ranged between (?) 0,724 and 0,896, and the reliability coefficient for the scale was 0,815 in general. The findings of the study revealed that the academics perceive themselves as competent in terms of the general scale, and partially competent in terms of knowledge and awareness dimensions. The study demonstrated that the variables of gender, age, ethnic origin, and mother language variables cause significant differences in perceptions of the academics.