Developing a Cross-Cultural Competence Scale for Pre-Service Teachers: A Filipino Case Study

Jhaynee Lou P. Tudayan, Justin Ian N. Ogoy, Jose J. Pangngay
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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.
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开发职前教师跨文化能力量表:菲律宾案例研究
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。
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发文量
25
审稿时长
12 weeks
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