Intercultural Sensitivity in Today’s Global Classes: Teacher Candidates’ Perceptions

Nihal Yurtseven, Sertel Altun


Today’s teachers should have a vision that gives a chance to every different identity in the classroom without giving privilege to any group or individual. Only in this way can students have broader perspectives about embracing differences and getting rid of prejudices to function as global citizens. The purpose of this study is to examine candidate teachers’ perceptions of intercultural sensitivity and multicultural practices ideal for the classes. The sample of the study consists of 180 students attending a pedagogical formation course. A mixed method was employed to determine the perceptions of teacher candidates about intercultural sensitivity and curricular practices about multiculturalism in the classes. As data collection tools, Intercultural Sensitivity Scale developed by Chen and Starosta (2000) was used in order to collect the quantitative data. The qualitative data of the study was collected through a questionnaire in which there were three open-ended questions elaborating on curricular practices about multiculturalism in the classes. The quantitative data of the study was analyzed through t-test. T-test was used in an attempt to reveal the differences between male and female students about intercultural sensitivity. To analyze the qualitative data, a content analysis was carried out and emerging themes were identified. The findings of the data were discussed in a detailed way in the discussion section.   


Intercultural sensitivity; Multicultural Education; Teacher Education.

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