Factor structure of multicultural teaching competency scale for school-teachers in Hong Kong

Factor structure of multicultural teaching competency scale for school-teachers in Hong Kong

• Leung, Chi Hung The Education University of Hong Kong
• Hue, Ming Tak The Education University of Hong Kong

Australian Journal of Teacher Education, 45(7), 1-14, 2020

Social Science Press

2020

• S School Environment & Facilities, Organization
  • SH School Culture, Teacher-Student Relations
• M Teachers & Education for Teachers
  • MA Professional Education for Teachers

• Hong Kong

• 1997.7 onwards

• Unknown or Unspecified

• View Full Text 全文連結

This study investigates the perceptions of teaching competency in multicultural classrooms held by 421 teachers at 16 schools in Hong Kong. The aims of the study are (a) to use confirmatory factor analysis to validate a culturally appropriate version of the Multicultural Teaching Competency Scale (MTCS), (b) to assess three types of multicultural-teaching competency, and (c) to provide recommendations for teacher-education institutes and policy makers on developing effective training in multicultural education. The results indicate that a tripartite model assessing skills, knowledge, and relationships, the core features of multicultural-teaching competency as assessed by the MTCS from a Hong Kong sample. The teachers all identified multicultural-teaching relationships as the most important component of multicultural-teaching competency. Future researchers should examine the concurrent validity of the MTCS and the cultural contexts of multicultural-teaching relationships. Recommendations are also made for incorporating the Confucian beliefs of fairness, justice, and equity into multicultural classroom. Copyright © 2020 Edith Cowan University. All rights reserved.

• English

Journal Articles

• 03135373

• 10.14221/ajte.2020v45n7.1

https://bibliography.lib.eduhk.hk/bibs/59ff0f11

2021-01-15