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Published on: September 27, 2020
Revealing gendered patterns and teacher competency status in online multicultural teaching competency
Harmawati Harmawati1,2, Bunyamin Maftuh1, Sapriya Sapriya1
1Doctoral Program in Primary Education, Universitas Pendidikan Indonesia, Bandung, West Java, 40150, Indonesia.
Teacher certification boosts multicultural teaching skills but not knowledge. Training should focus on reflective, context-based approaches for comprehensive online multicultural teaching competency (OMTC).
Area of Science:
- Education
- Global Studies
Background:
- Multicultural education is vital in globalization.
- Teacher's online multicultural teaching competency (OMTC) is underexplored regarding gender and certification.
- This study examines how gender and certification affect teachers' OMTC.
Purpose of the Study:
- To analyze the impact of gender on teachers' OMTC.
- To analyze the impact of certification status on teachers' OMTC.
- To identify factors influencing teachers' OMTC.
Main Methods:
- Mixed-methods (explanatory sequential design) with 106 elementary teachers in Indonesia.
- Quantitative data collected via Multicultural Teaching Competency Scale (MTCS).
- Qualitative data gathered through structured interviews and analyzed thematically.
Main Results:
- Gender did not significantly affect OMTC.
- Certification status significantly impacted multicultural teaching skills, but not knowledge or overall OMTC.
- Certified teachers showed greater proficiency in inclusive lesson planning and empathy, but conceptual understanding and community collaboration varied.
Conclusions:
- Teacher certification enhances technical skills more than conceptual or affective aspects of OMTC.
- Teacher training needs transformative, reflective, and contextually grounded approaches.
- Enhancing teachers' OMTC requires a holistic approach beyond certification.
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