[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-seo-593800-105":3,"detail-sidebar-cat-0-en-105":81,"doc-detail-593800-en":130},{"code":4,"msg":5,"data":6},0,"ok",{"site_id":7,"language":8,"slug":9,"title":10,"keywords":11,"description":12,"schema_data":13,"social_meta":74,"head_meta":76,"extra_data":78,"updated_unix":80},105,"en","interculturality-and-teacher-education-a-study-from-pre-service-teachers-perspective-abstract-and-introduction","Interculturality and Teacher Education - A Study from Pre-service Teachers' Perspective - Abstract and Introduction","","Due to the multicultural nature of society and shortcomings of some educational models in addressing cultural diversity, the study focuses on how teacher education shapes attention to teachers’ training. It investigates teacher education students’ beliefs about cultural diversity and how these beliefs relate to pre-service teacher training. Using a quantitative descriptive design with 1464 participants, results show broadly positive beliefs, yet differences emerge across specific aspects and professional transfer.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & Report",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/interculturality-and-teacher-education-a-study-from-pre-service-teachers-perspective-abstract-and-introduction/593800/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/interculturality-and-teacher-education-a-study-from-pre-service-teachers-perspective-abstract-and-introduction/593800.png","ImageObject",300,407,{"name":42,"@type":43},"4398046744996","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-11-03","2026-10-15",true,{"@type":52,"interactionType":53,"userInteractionCount":55},"InteractionCounter",{"@type":54},"ViewAction",9,{"@type":57,"mainEntity":58},"FAQPage",[59,65,69],{"name":60,"@type":61,"acceptedAnswer":62},"What problem motivates the study of interculturality in teacher education?","Question",{"text":63,"@type":64},"The study is driven by society’s multicultural reality and the inadequacy of some educational models to respond to cultural diversity, making stronger teacher training attention necessary.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"How is the research conducted and with how many participants?",{"text":68,"@type":64},"A quantitative descriptive study examines teacher education students’ beliefs, involving 1464 participants enrolled in teacher training programs.",{"name":70,"@type":61,"acceptedAnswer":71},"What do the results indicate about future teachers’ beliefs?",{"text":72,"@type":64},"Future teachers show generally positive beliefs about cultural diversity, but their positions differ when addressing specific aspects and applying these beliefs in professional practice.","https://schema.org",{"og:url":32,"og:type":75,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":77,"canonical":32},"index,follow",{"doc_id":79,"site_id":7},593800,1792161115,{"code":4,"msg":82,"data":83},"success",[84,88,92,96,101,106,111,115,119,122,126],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":85,"show_sort_weight":86,"slug":87},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":89,"show_sort_weight":90,"slug":91},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":93,"show_sort_weight":94,"slug":95},"Exam",70,"exam",{"id":97,"doc_module":4,"doc_module_name":25,"category_name":98,"show_sort_weight":99,"slug":100},5,"Comic",60,"comic",{"id":102,"doc_module":4,"doc_module_name":25,"category_name":103,"show_sort_weight":104,"slug":105},6,"Technology",50,"technology",{"id":107,"doc_module":4,"doc_module_name":25,"category_name":108,"show_sort_weight":109,"slug":110},7,"Healthcare",40,"healthcare",{"id":112,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":113,"slug":114},8,30,"research-report",{"id":55,"doc_module":4,"doc_module_name":25,"category_name":116,"show_sort_weight":117,"slug":118},"Religion & Spirituality",20,"religion-spirituality",{"id":117,"doc_module":4,"doc_module_name":25,"category_name":120,"show_sort_weight":117,"slug":121},"World Cup","world-cup",{"id":123,"doc_module":4,"doc_module_name":25,"category_name":124,"show_sort_weight":123,"slug":125},10,"Lifestyle","lifestyle",{"id":127,"doc_module":4,"doc_module_name":25,"category_name":128,"show_sort_weight":97,"slug":129},19,"General","general",{"code":4,"msg":82,"data":131},{"doc_id":79,"user_id":132,"nickname":42,"user_avatar":11,"doc_module":4,"category_id":112,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":133,"file_id":134,"file_url":135,"file_type":136,"file_size":137,"view_count":55,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":117,"language":138,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":139,"faqs":140,"seo_title":141,"seo_description":12,"update_tm":142,"read_time":104,"preview_page_count":4},4398046744996,"Australian Journal of Teacher Education  \n\n| Volume 43 | Issue 3 | Article 5 |\n| --- | --- |\n| 2018\u003Cbr>Interculturality and Teacher Education. A Study from Pre-service Teachers’Perspective\u003Cbr>Eva F. Hinojosa Pareja\u003Cbr>University of Córdoba, Spain, [ehinojosa@uco.es](ehinojosa@uco.es)\u003Cbr>M. Carmen López López\u003Cbr>University of Granada, Spain, [mclopez@ugr.es](mclopez@ugr.es) |  |\n\nRecommended Citation  \nHinojosa Pareja, E., & López López, M. (2018). Interculturality and Teacher Education. A Study from Pre-service Teachers’Perspective. Australian Journal of Teacher Education, 43 (3).  \nRetrieved from [http://ro.ecu.edu.au/ajte/vol43/iss3/5](http://ro.ecu.edu.au/ajte/vol43/iss3/5)  \nThis Journal Article is posted at Research Online.  \n[http://ro.ecu.edu.au/ajte/vol43/iss3/5](http://ro.ecu.edu.au/ajte/vol43/iss3/5)  \nAustralian Journal of Teacher Education  \nInterculturality and Teacher Education. A Study from Pre-service  \nTeachers’ Perspective  \nEva F. Hinojosa Pareja  \nUniversity ofCórdoba, Spain  \nM. Carmen López López  \nUniversity of Granada, Spain  \nAbstract: Due to the multicultural nature of society and the failure of  \nsome of the educational models adopted to respond to cultural  \ndiversity, there is a need to pay greater attention to teachers’ training.  \nThis study examines Teacher Education students ’ beliefs about  \ncultural diversity and their relationship with pre-service teacher  \ntraining as key aspects in designing intercultural teacher training  \nproposals and improving educational practice. This quantitative,  \ndescriptive study was carried out with 1464 participants enrolled in teacher training programs. The results show that future teachers have  \npositive beliefs about cultural diversity in general terms, but their  \npositions diverge when dealing with specific aspects and transferring  \nthem to professional practice. These beliefs vary depending on the  \nyear group, with students who arefinishing their training process  \nhaving more intercultural beliefs.  \nIntroduction  \nTeacher training is a complex process mediated by previous experiences, interests, attitudes, and beliefs. The latter are lenses that help to interpret reality, and indicators ofthe decisions made and individual opinions formulated (Pajares, 1992) . What future teachers are going to experience and the decisions they will make during the training process (choice of subjects, way of studying, willingness, and lessons finally learned) are strongly influenced by their beliefs. Once they are teaching, many decisions are made instantly, unconsciously, and sometimes driven by implicit routines or beliefs, as the line of research on teachers’ thinking has shown (Korthagen, 2010). Teachers’ thinking and their understanding of culture and diversity are reflected in their actions, planning and evaluation, and their expectations about the students and their academic and personal development. Recent studies (OECD, 2009; Dedeoglu & Lamme, 2011; Yang & Montgomery, 2011) verify this complex correspondence between knowledge, beliefs, and teaching practices in the classroom. Therefore, the consideration of the teacher and his/her perceptions, beliefs, and attitudes seems to be a key factor in teacher training, especially in the case of cultural diversity.  \nIn this regard, numerous studies have criticized the low level of commitment to cultural diversity and the resistance to encouraging more inclusive training practices linked to an intercultural approach (Colectivo IOE, 2006; Leiva, 2008; Nelson & Guerra, 2013) . However, the transition from positions that have shown low efficacy and been widely questioned (assimilation, multiculturalism, or integration) to an intercultural education requires committed teachers with intercultural competences, beliefs, sensitivity, and values (Marx & Moss, 2011; Santoro, 2014; Tarozzi, 2014; Hunter, Pearson & Gutiérrez, 2015) . Among the traits that characterize these professionals, we can highlight the following: having  ","cbCaia6fAR1qISym","https://ap.wps.com/l/cbCaia6fAR1qISym","pdf",368637,"English","# Abstract\n# Introduction","[{\"question\":\"What problem motivates the study of interculturality in teacher education?\",\"answer\":\"The study is driven by society’s multicultural reality and the inadequacy of some educational models to respond to cultural diversity, making stronger teacher training attention necessary.\"},{\"question\":\"How is the research conducted and with how many participants?\",\"answer\":\"A quantitative descriptive study examines teacher education students’ beliefs, involving 1464 participants enrolled in teacher training programs.\"},{\"question\":\"What do the results indicate about future teachers’ beliefs?\",\"answer\":\"Future teachers show generally positive beliefs about cultural diversity, but their positions differ when addressing specific aspects and applying these beliefs in professional practice.\"}]","Interculturality and Teacher Education - A Study from Pre-service Teachers' Perspective - Abstract and Introduction | PDF",1792077939]