Understanding and enhancing multicultural teaching in preschool

Research output: Contribution to journalArticle

Abstract

Preschool teachers are an important element of high-quality, developmentally and multiculturally appropriate early childhood programmes. 7.5% of the total 160,000 children enrolled in Hong Kong kindergartens are ethnic-minority students and they are neglected in the Hong Kong education system until 2008. This study investigated the perceptions of teaching competency in multicultural classrooms held by 347 teachers at 22 kindergartens in Hong Kong. The study aims at (a) using Confirmatory Factor Analysis to validate the factor structure of the multicultural meaching competency scale (MTCS) among preschool teachers, (b) assessing the model difference of MTCS between teachers with and without multicultural training, and (c) informing the practice of multicultural teaching in early childhood education. The results indicated that a tripartite model in which the MTCS assessed skills, knowledge, and relationships obtained a statistical fit to a Hong Kong preschool sample, as in earlier research on a primary school sample in Hong Kong. Copyright © 2016 Informa UK Limited, trading as Taylor & Francis Group.
Original languageEnglish
Pages (from-to)2002-2014
JournalEarly Child Development and Care
Volume187
Issue number12
Early online dateJul 2016
DOIs
Publication statusPublished - 2017

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Hong Kong
Teaching
Education
Statistical Factor Analysis
Students
Research

Citation

Leung, C.-H., & Hue, M.-T. (2017). Understanding and enhancing multicultural teaching in preschool. Early Child Development and Care, 187(12), 2002-2014.

Keywords

  • Multiculturally teaching
  • Factor structure
  • Kindergarten