Examining the intercultural competence of early-childhood teachers

ABSTRACT

This study examined the intercultural competence and related characteristics of early childhood teachers. Significant positive correlations were found among attitudes, knowledge/awareness, and skills (sub-elements of intercultural competence); attitudes showed the highest score while skills showed the lowest score. Intercultural competence and its sub-elements were all slightly above average. There were differences in intercultural competency, attitude, perception, and knowledge according to teachers’ educational levels. The multicultural experiences of teachers in Korea are significantly related to their intercultural competence and its sub-elements. These results suggest that we should continue developing training programs and learning communities wherein teachers can experience various cultures and nurture intercultural competency.

KEYWORDS:

• Intercultural education
• intercultural competence
• early-childhood teachers
• multiculturality
• early childhood education
• early childhood education in Korea

Disclosure statement

No potential conflict of interest was reported by the author(s).

Acknowledgements

I appreciate the teachers who participated in the study. I am also grateful to Professor Hanup Jang who gave me insight into the importance of intercultural education research.

This research did not receive any specific grant from funding agencies in the public, commercial, or not-for-profit sectors.

Notes

1 The definition of multicultural students follows the standard of the Ministry of Education. It includes children of Koreans married to foreigners as well as children of two foreigners.