This is what happens in the classroom with diverse students
From the perspective of preservice teachers
Bibliographic Data
| ID | 17818644 |
|---|---|
| Authors | Hyojeong Kim (0009-0003-7774-0111, Kangnam University, corresponding author) |
| Year | 2026 |
| Volume | 18 |
| Issue | 2 |
| Pages | 1-17 |
| Publication date | 2026-05-05 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | Multicultural Education Review (JOURNAL) |
| Journal identifiers | ISSN: 2005-615X • E-ISSN: 2377-0031 |
| Publisher | Taylor & Francis (PUBLISHER • GB) |
| DOI | 10.1080/2005615x.2026.2665484 |
| OpenAlex | W7160312819 |
| Language | EN |
| References cited | 32 |
This study investigates how preservice teachers observe and interpret multicultural education during their practicum, focusing on curriculum implementation in South Korean classrooms. Using a fidelity–adaptive–enactment framework, reflective papers from 31 preservice teachers were analysed. Findings reveal that curriculum implementation predominantly aligns with a fidelity perspective, with most teachers adhering strictly to standardized curriculum. Within these constraints, the most visible pedagogical interventions were adaptive strategies, such as providing translated materials or individualized scaffolding; yet, these efforts often fell short of fully culturally responsive ways. Notably, schools with high populations of students from migrant backgrounds demonstrate more systemic curriculum reconstruction through institutional enactment. These findings underscores the need for teacher education programs to cultivate preservice teachers’ ability to adapt and enact curriculum responsively for culturally and linguistically diverse learners.
Consciousness raising · Diversity (politics) · Perspective (graphical) · Perspective-taking · Qualitative research · Teacher education · Art Education and Development · Global Education and Multiculturalism · Literacy, Media, and Education
Challenging beliefs about cultural diversity in education
Policy Implementation and Cognition
Defining, Conceptualizing, and Measuring Fidelity of Implementation and Its Relationship to Outcomes in K–12 Curriculum Intervention Research
Examining Key Concepts in Research on Teachers’ Use of Mathematics Curricula
Teacher autonomy for improving teacher self-efficacy in multicultural classrooms
Problematizing the paradoxical pedagogical gestures of ‘embracing diversity’
Curriculum Landscapes and Trends
Multicultural Teacher Education in Korea
Critical multicultural education and preservice teachers’ multicultural attitudes
Pre-Service Teachers’ Perceptions of Cultural Competence to Teach Culturally and Linguistically Diverse Students
Assessing Integrated Language and Content Instruction
Toward a Theory of Culturally Relevant Pedagogy
Preparing for Culturally Responsive Teaching
The Politics of Inclusion/Exclusion
Demonstrating Rigor Using Thematic Analysis
| Citation velocity | historical |
|---|---|
| Highly cited | No |