An Empirical analysis among Pre-service Teachers’ Identity, Intercultural Competence and Engagement in a culturally diverse classroom

Abstract

In the 21st-century multicultural context, classrooms are becoming more diverse due to the constant exchange of diverse learners around the world. As the students are gradually shaped to diversity, the teacher should be interculturally trained and well-equipped to cater to diverse students.  Culturally responsive teachers are woven into instructional content and professionalism. With the aim of recognizing the necessity for improving the interaction between teachers and students in multicultural environments, this study explores the interconnectedness of teachers' identity, intercultural competence, and engagement in a culturally diverse classroom. The results of the survey with 150 pre-service teachers in a university reveal that professional development molds the identity of a teacher, as it is linked to various cultural courses and literacy. Well-equipped teachers with cultural courses and literacy skills will lead to significant intercultural competence, and this contributes to a positive engagement in the learning process in the classroom.  The results also emphasize that there are no significant differences in engagement and interaction when pre-service teachers are grouped according to their respective fields. Furthermore, various factors gradually contribute to a positive atmosphere in a culturally diverse classroom.