在泰国服务前教师学生中探索多元文化能力的组成部分:利用确认因素分析的方法
Bovornpot Choompunuch1, Khanika Kamdee2, Prakittiya Taksino1
1Faculty of Education, Khon Kaen University, Khon Kaen 40002, Thailand.
European journal of investigation in health, psychology and education
|September 27, 2024
概括
预服务教师的多元文化能力包括文化意识,知识和技能. 这项研究开发并验证了一种模型,用于评估泰国教师学生的这种能力.
科学领域:
- 教育教育教育教育教育教育.
- 心理学 心理学 心理学
- 社会学 社会学 社会学
背景情况:
- 教师教育计划必须为学生准备各种各样的课堂.
- 多元文化能力对于全球化社会的有效教学至关重要.
- 了解多元文化能力的组成部分对于课程开发至关重要.
研究的目的:
- 确定泰国预服务教师多元文化能力的组成部分.
- 为这些学生开发和评估一个多元文化能力模型的可靠性.
- 为提高多元文化教育中的教师培训提供见解.
主要方法:
- 一种多阶段分层的随机抽样方法招募了600名服务前教师学生.
- 数据是使用自我报告问卷收集的.
- 使用了二级确认因素分析 (CFA) 和描述性统计数据.
主要成果:
- 发现多元文化能力包括三个关键组成部分:文化意识,文化知识和个人技能.
- 开发的多元文化能力模型显示出出色的适应性指数,表明其可靠性.
- 这些发现支持了拟议的多元文化能力模型的结构性有效性.
结论:
- 在多元化的教育环境中,有效的教学需要在多元文化能力上建立坚实的基础.
- 经过验证的模型可用于评估和增强预服务教师的多元文化能力.
- 未来的研究应该探索这种模式在教师培训计划中的实际应用.
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