The Nature of Multicultural Teaching from the Perspective of Islamic Azad University Professors Case Study of Kermanshah Province
الموضوعات : Curriculum Research
Parvaneh Kahrizi
1
(PhD student, Department of Educational Sciences, Islamic Azad University, Islamshahr branch, Islamshahr, Iran.)
Batoul Faghiharam
2
(Assistant Professor, Department of Educational Sciences, Islamic Azad University, Islamshahr branch, Islamshahr, Iran.)
Alireza Sadeghi
3
(Assistant Professor, Department of Educational Sciences, Allameh Tabatabai University, Tehran, Iran)
Amirhossain Mehdizadeh
4
(Assistant Professor, Department of Educational Sciences, Islamic Azad University, Islamshahr branch, Islamshahr, Iran)
Hasan Shabani
5
(Assistant Professor, Department of Educational Sciences, Islamic Azad University, Islamshahr branch, Islamshahr, Iran)
الکلمات المفتاحية: Islamic Azad University, Essay, Multicultural Teaching, Teachers' Perception,
ملخص المقالة :
Purpose: The aim of this study was to evaluate the nature of multicultural teaching from the perspective of professors of Islamic Azad University of Kermanshah.Methodology: The approach of the present study is qualitative and applied in terms of purpose. The statistical population includes a range of types of professors in the three fields of humanities, basic sciences and engineering of the Islamic Azad University of Kermanshah province. Snowball sampling is a non-random method. In this method, future members of the group are selected and introduced through former members of the group. The number of samples in this study is 27 after reaching the theoretical saturation. Semi-structured interviews were used to collect data. The findings were analyzed by content analysis method by MaxQDA software.Findings: The findings indicated that the nature of multicultural teaching includes the scope of teacher education, macro policies of the educational system, manpower, barriers and problems of multicultural teaching and teaching outcomes.Conclusion: Professors with a greater understanding of the multiplicity of students' culture, welcome multicultural teaching to improve the quality of teaching for all students and be able to overcome the challenges in this field with more reflection.
Aada Kh. (2019). Teaching in a Multicultural and demanding society. Arab world English journal (AWEJ); 10(4): 33-43.
Araghiye A., Fathi vajargah K., Foroghi Abri A, Ali Fazeli N. (2009). Multicultural Curriculum The neglected point of the higher education curriculum. 9th Iran Tabriz Curriculum Conference. [in Persian]
Banks J. A, Banks C A. (2019). Multicultural education: Issues and perspectives (17th ed.). Wiley Global Education.
Bigatti S. M, Gibau G, Sanchez B, et al. (2012). Faculty perceptions of multicultural teaching in a large urban university. Scholarship of Teaching and learning; 12(2): 78-93.
Coban A E, Karaman G.N, Dogan T. (2010). Ögretmen Adaylarinin Kültürel Farkliliklara Yönelik Bakis Açiilarinin Çesitli Demografik Degiskenlere Göre Incelenmesi [Investigation of Preservice Teachers’ Perspectives on Cultural Diversity in Terms of Various Demographic Variables]. Abant Izzet Baysal Üniversitesi Dergisi; 10(1): 125-136.
Feyisa D. & Kirstin, F. (2010, May 24). Raising the Achievement of Portuguese pupilsin British schools: A case study of good practice. Available from: http://www.eric.ed.gov.
Ford T N. & Quinn L. (2010). First year teacher education candidates: What are their perceptions about multicultural education?. Multicultural Education; 17(4): 18-24.
Fox T, Vos N, Geldenhuys J. (2007). The experience of cross-cultural peer teaching for a group of mathematics learners. Pythagoras; 65, 45–52.
Gay G. (2006). The importance of multicultural education. New York: Teachers College Press.
Harjatanaya T Y. & Hoon Ch Y. (2020). Politics of multicultural education in post-Suharto Indonesia: a study of the Chinese minority, Compare. Comparative and International Education; 50(1): 18-35.
Kardeş S. & Akman, B. (2018). Suriyeli sığınmacıların eğitimine yönelik öğretmen görüşleri. İlköğretim Online; 17(3): 1224–1237.
Krummel A. (2013). Multicultural teaching models to educate pre-service teachers: Reflections, service-learning, and mentoring. Current Issues in Education; 16(1): 1–8.
Lin J. (2007). Love, peace, and wisdom in education: Transforming education for peace. Harvard Educational Review; 77(3): 362-365.
Mena J A Rogers M. R. (2017). Factors associated with multicultural teaching competence: Social justice orientation and multicultural environment. Training and Education in Professional Psychology; 11(2): 61-68.
Modasses Sabzevari M. (2012). The effect of teachers' cultural beliefs on creating intercultural competence in Iranian language learners. Master Thesis. Guilan Faculty of Literature and Humanities. [inpersian]
Mohammadi S, Kamal Kharazi A, Kazemifard M, pourkarim j. (2016). Providing a model for multicultural education in the higher education system: An analysis of the views of experts in this field in Iran. Journal of Research in Teaching; 4(1): 65-91. [in Persian]
Ostaji Faraji M. (2016). Reconstructing the intercultural knowledge of Iranian English teachers as a foreign disadvantage by considering English as an international language and their views on how to teach culture. Master Thesis. Tehran Faculty of Literature and Foreign Languages. [inpersian]
Sadeghi A. (2012). Features and needs of multicultural curriculum development in Iran. Studies and Strategies. Culture Strategy; (17 and 18): 121-93. [in Persian]
Sadeghi A. (2013). Multicultural knowledge and lifestyle promotion in Iran. Quarterly of Counseling Culture and Psychotherapy; 4(13): 111-124. [in Persian]
Safari S. (2011). Features of teaching in higher education. Iranian Engineering Education Quarterly; 13(500): 73-90. [in Persian]
Sela-shayovitz R & Finkelstein I. (2020). Self-efficacy in teaching multicultural students in Academia. International Journal of Higher Education; 9(1): 159-167.
Strauss A. L & Corbin J. (1990). Basics of Qualitative Research. London: Sage.
Taylor V E, Winquist C E. (2001). Encyclopedia of Postmodernism. London: Routledg
Tyler R W. (1969). Basic principles of curriculum and instruction. Chicago: University of Chicago Press.
