This research aims to determine preservice teachers’ views on multicultural education competencies. A total of 12 teacher candidates participated in the study by adopting the semi-structured interview and Grounded Theory approaches as per the qualitative research. The participants were selected according to criterion sampling and maximum diversity sampling methods among the purposeful sampling methods. The data were collected using a semi-structured interview form prepared by the researchers that was in line with expert opinions. Content analysis, inductive descriptive analysis, and constant comparison analysis were used to interpret the research data. According to the results, pre-service teachers define multicultural education as unifying and integrative education in accordance with cultural diversity, education based on respect for differences, and education based on equal opportunities. Although the pre-service teachers perceive multicultural education competence to be significant in terms of cultural differences, effective and efficient learning, teacher quality, harmony and balance (equilibrium), parent cooperation, and classroom management, they perceive their multicultural education competencies as insufficient.
Mehmet Nezir Çevik (Wed,) studied this question.