Multicultural literacy in teacher education: Seeking micro-transformations among pre-service teachers
DOI:
https://doi.org/10.64171/JSRD.5.S2.228-233Keywords:
Multicultural literacy, Teacher education, Pre-service teachers, Transformative learning, Cultural competence, DiversityAbstract
The increasing cultural, linguistic, and social diversity in contemporary classrooms necessitates teacher education programs that foster multicultural literacy and inclusive pedagogical practices. This study explores the role of multicultural literacy in promoting micro-transformations among pre-service teachers. Micro-transformations refer to small yet meaningful shifts in beliefs, attitudes, perceptions, and teaching practices that contribute to greater cultural responsiveness. The study employed a quantitative survey design involving 120 pre-service teachers enrolled in teacher education institutions. Data were collected using the Multicultural Literacy and Transformative Learning Scale (MLTLS). Descriptive statistics, t-tests, and correlation analyses were used to examine participants' multicultural literacy levels and transformative dispositions. Results indicated moderate to high levels of multicultural literacy and a significant positive relationship between multicultural literacy and transformative learning outcomes. Female pre-service teachers demonstrated slightly higher multicultural awareness than their male counterparts, though the difference was not statistically significant. The findings highlight the importance of embedding multicultural literacy experiences throughout teacher preparation programs to cultivate reflective practitioners capable of addressing educational inequities. The study underscores the significance of micro-transformations as foundational steps toward broader social justice-oriented educational reforms.
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