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Teacher Preparation in Multicultural Contexts

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A Special Issue of Education Sciences (ISSN 2227-7102) belonging to the section "Teacher Education".

Deadline for manuscript submissions: closed (29 May 2026) | Viewed by 7916

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Dr. Shahar Gindi

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Levinsky Wingate Academic Center, Tel Aviv 61480, Israel
Interests: boundary crossing teachers; controversial political issues in class

Special Issue Information

Dear Colleagues,

Multiculturalism is an undeniable feature of modern societies, and its implications for education are profound. Preparing teachers to effectively navigate diverse classrooms and foster inclusive learning environments is not merely an option but a necessity. As societies become increasingly interconnected, the ability of educators to cultivate intercultural competence (IC) and address the challenges and opportunities presented by cultural diversity is of paramount importance. Initial teacher training is key to promoting cultural sensitivity and reflective practice among educators. Direct intercultural encounters and an understanding of IC components are essential for navigating diverse classrooms. Fostering IC is crucial for promoting inclusive and equitable learning.

This Special Issue of the open access journal Educational Sciences focuses on “Teacher Preparation in Multicultural Contexts.” It aims to provide a platform for cutting-edge research and innovative practices that address the critical need for culturally responsive and interculturally competent educators. The scope of this issue encompasses a broad range of perspectives and approaches to teacher preparation, with the overarching goal of promoting equitable and effective education for all students.

Suggested themes for this Special Issue include, but are not limited to:

Developing Intercultural Competence
Culturally Responsive Pedagogy
Addressing Bias and Discrimination
Teacher Preparation for High-Conflict Societies
The Role of Direct Intercultural Encounters
Innovative Curriculum Design

We invite contributions that offer theoretical insights, empirical evidence, and practical recommendations for enhancing teacher preparation in multicultural contexts. Our hope is that this Special Issue will serve as a valuable resource for educators, researchers, and policymakers committed to creating a more just and equitable educational system for all learners.

Dr. Shahar Gindi
Guest Editor

Manuscript Submission Information

Manuscripts should be submitted online at www.mdpi.com by registering and logging in to this website. Once you are registered, click here to go to the submission form. Manuscripts can be submitted until the deadline. All submissions that pass pre-check are peer-reviewed. Accepted papers will be published continuously in the journal (as soon as accepted) and will be listed together on the special issue website. Research articles, review articles as well as short communications are invited. For planned papers, a title and short abstract (about 250 words) can be sent to the Editorial Office for assessment.

Submitted manuscripts should not have been published previously, nor be under consideration for publication elsewhere (except conference proceedings papers). All manuscripts are thoroughly refereed through a double-anonymized peer-review process. A guide for authors and other relevant information for submission of manuscripts is available on the Instructions for Authors page. Education Sciences is an international peer-reviewed open access monthly journal published by MDPI.

Please visit the Instructions for Authors page before submitting a manuscript. The Article Processing Charge (APC) for publication in this open access journal is 2000 CHF (Swiss Francs). Submitted papers should be well formatted and use good English. Authors may use MDPI's English editing service prior to publication or during author revisions.

Keywords

pre-service teachers
intercultural competence
boundary-crossing teaching
teacher training
intercultural contact
cultural sensitivity
reflective practice
inclusive learning
equitable education
teacher preparation

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Published Papers (10 papers)

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Research

32 pages, 362 KB

Open AccessArticle

The IMAGINE Programme: Inspiring Innovative Practice for Intercultural and Democratic Teacher Education in Europe

by Tamar Shuali Trachtenberg, Remedios Moril Valle, Carmen Carmona, Assumpta Aneas Álvarez, Marta Simó Sánchez and Victoria Tenreiro Rodríguez

Educ. Sci. 2026, 16(8), 1323; https://doi.org/10.3390/educsci16081323 - 18 Aug 2026

Viewed by 384

Abstract

In increasingly multicultural societies, preparing teachers to engage effectively with human diversity and to foster inclusive, equitable, and democratic learning environments has become a central priority for teacher education. This study examines (1) how a human diversity perspective contributes to the conceptualisation and development of intercultural and democratic competences in teacher education, and (2) how non-formal, participatory, dialogical, experiential, and heritage-based pedagogies support the development of these competences among pre-service and in-service teachers through participation in the IMAGINE programme. Moving beyond approaches that primarily frame diversity in terms of cultural difference, minority status, or racialised identities, the study conceptualises human diversity as an inherent condition of contemporary democratic societies and explores its potential as both a conceptual framework and a pedagogical resource for competence development. Drawing on established international frameworks, particularly Deardorff’s model of intercultural competence and the Council of Europe’s Reference Framework of Competences for Democratic Culture (RFCDC), the study adopts a qualitative longitudinal case study design to examine IMAGINE, an annual residential teacher education seminar implemented since 2021. The analysis explores participants’ understandings of human diversity and examines how participatory, dialogical, experiential, and heritage-based pedagogies create the conditions that support intercultural and democratic competence development across successive editions of the programme. The findings highlight the relevance of a human diversity perspective for teacher education and identify a set of interconnected pedagogical conditions that support competence development. These include engagement with minority narratives and lived experiences, dialogical and collaborative learning, emotional and experiential engagement, critical reflection, the creation of safe spaces for dialogue, and heritage-based educational experiences. Rather than operating independently, these conditions appear to reinforce one another by enabling participants to encounter different perspectives, critically examine assumptions, engage emotionally with experiences of diversity, and negotiate meaning collaboratively. The study contributes to research on intercultural and democratic teacher education in two main respects. First, it provides empirical insights into the potential of human diversity as a broader conceptual lens through which diversity may be understood as constitutive of democratic societies, thereby opening discussion on the possibility of moving beyond predominantly culture-centred understandings of diversity towards a more encompassing human diversity perspective. Second, it provides empirical insights into the pedagogical conditions through which intercultural and democratic competences can be fostered, demonstrating the potential of dialogical, experiential, collaborative, and heritage-based learning environments for the professional development of both pre-service and in-service teachers. Full article

(This article belongs to the Special Issue Teacher Preparation in Multicultural Contexts)

20 pages, 1042 KB

Open AccessArticle

“Peace Is (Not) a Political Position”: Intercultural Competence in Higher Education at Times of War

by Dalya Yafa Markovich

Educ. Sci. 2026, 16(7), 1166; https://doi.org/10.3390/educsci16071166 - 21 Jul 2026

Viewed by 400

Abstract

This study examines the challenges facing intercultural competence education in higher education during times of intense conflict. Most of the intercultural competence programs in higher education are based on Western liberal multicultural logic that strives to build trust between groups in conflict to promote peacemaking. The common conception of trust is described as a developmental cognitive–emotional effort that is anchored in a reflective and multi-perspective calculation of events and procedures that require a willingness to give up parts of positions and standpoints. The process is supposed to be mediated by a professional and unbiased facilitator who creates a “dialogic space” based on self-reflection and perspective-taking of the “other”. Previous findings suggest that these programs were relatively efficient before the 7 October war broke out in Israel. Thus, a joint Palestinian and Jewish program that was conducted at a teacher training college after 7 October challenged these findings. Examining the discursive practices used by the participants during the meetings revealed that the basic liberal multicultural assumptions of the intercultural competence model were rejected by students from both groups. The students interpreted the model as a way to contextualize the term peace in a specific ideological–political context. Understanding peace as a concept with a layered meaning contradicts the intercultural competence model’s perception of it as a universal–humanistic–independent position. Thus, the findings further problematize the universal perception of intercultural competence models in order to adjust them to teacher trainees working outside the West during difficult times. Full article

(This article belongs to the Special Issue Teacher Preparation in Multicultural Contexts)

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29 pages, 1404 KB

Open AccessArticle

Influencing Factors and Mechanisms of the Construction of Practical Knowledge for Chinese as a Foreign Language Intern Teachers in an Online Internship Program: A Qualitative Study Based on Key Events

by Baoqian Yang, Jing He, Lifang Tang, Ming Lyu, Jia Cong, Ziqiao Wang and Shihan Wang

Educ. Sci. 2026, 16(7), 1159; https://doi.org/10.3390/educsci16071159 - 20 Jul 2026

Viewed by 344

Abstract

A persistent challenge in teacher education is that intern teachers often struggle to effectively apply theoretical knowledge to classroom practice. While constructing practical knowledge is key to bridging this gap, current research has paid insufficient attention to the dynamic processes and triggering mechanisms through which such knowledge develops among Chinese as a Foreign Language (CFL) intern teachers during the internship stage. This study focuses on the “key events” encountered by 7 CFL intern teachers participating in an online internship program at a teacher education institution in Northeast China, through 83 class observations and semi-structured interviews. Using qualitative analysis methods, it explores the content, influencing factors, and mechanisms of practical knowledge construction. The results show that CFL intern teachers generated seven types of practical knowledge. Among them, teaching belief knowledge was the most frequently coded category (20.5%), while teaching context knowledge was the least frequently constructed (6.7%)—a pattern largely attributable to the online teaching environment in which all internships were conducted. Negative key events outnumber positive events in terms of quantity, depth of reflection, and persistence of impact. Reflection is the core mediating mechanism connecting key events and knowledge construction, but the “reflection-in-action” ability of intern teachers is weaker than that of expert teachers. This study reveals the dynamics and cross-cultural particularity of practical knowledge construction for CFL intern teachers, providing empirical evidence for optimizing teacher education internship training. Full article

(This article belongs to the Special Issue Teacher Preparation in Multicultural Contexts)

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21 pages, 311 KB

Open AccessArticle

Multidimensional and Burgeoning Leadership: Literacy and Multilingualism

by Emily Howell, Hazel Vega, Lindsey W. Rowe, Katie M. Crook, C. C. Bates, Kavita Mittapalli and Amlan Banerjee

Educ. Sci. 2026, 16(7), 1112; https://doi.org/10.3390/educsci16071112 - 11 Jul 2026

Viewed by 529

Abstract

This design-based research study worked with 25 teachers with specialized early literacy training. Researchers investigated the impact of professional development advancing their multilingual learner (ML), literacy, and leadership capacity, addressing gaps in the research merging the fields of literacy, multilingual instruction, and leadership. Spanning two years of both qualitative and quantitative data collection and analysis including teacher, student, and district surveys, teacher logs, research logs, and teacher interviews, the researchers capture the iterative nature of the needs of teacher professional development to serve MLs. The researchers describe the needs of teachers for professional development, the micro modifications made to adapt to these needs, and the resulting significant growth in teacher self-efficacy and knowledge of literacy practices for MLs. Implications are given regarding pedagogy and future research with specific macro modifications outlined for future iterations. The research builds upon frameworks and research for literacy and multilingual instruction as well as teacher leadership. Full article

(This article belongs to the Special Issue Teacher Preparation in Multicultural Contexts)

21 pages, 757 KB

Open AccessArticle

Jewish–Arab Relations on Campus: How War Reshapes Student Attitudes

by Mahmood Sindiani, Devora Hellerstein, Sigal Ben-Zaken and Bosmat Sky

Educ. Sci. 2026, 16(4), 656; https://doi.org/10.3390/educsci16040656 - 20 Apr 2026

Cited by 2 | Viewed by 812

Abstract

This study presents a longitudinal examination of intergroup relations between Arab and Jewish students in an Israeli higher education institution, focusing on their willingness for intergroup closeness and actual intergroup interactions. Building upon previous data collected in 2023, the 2025 findings reveal both persisting views in certain attitudes and behaviors and changes in others. Arab students consistently reported higher levels of willingness for academic, friendship, and acquaintanceship relations, as well as more frequent intergroup interactions. In contrast, Jewish students demonstrated a significant decline in both willingness and engagement, particularly following the 7 October 2023 attacks and ensuing war between Hamas and Israel. The study highlights the gap between expressed willingness and actual behavior, emphasizing the need for structured institutional interventions to foster meaningful intergroup contact. Differences were also observed across gender and friendship status, with Arab students showing increased openness over time. The findings underscore the critical role of higher education institutions in promoting intercultural competence and suggest practical recommendations for enhancing intergroup relations in conflict-affected societies. Full article

(This article belongs to the Special Issue Teacher Preparation in Multicultural Contexts)

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17 pages, 248 KB

Open AccessArticle

Navigating the Intersecting Divide: The Role of Induction and Mentoring in Negotiating National and Cultural Tension for Palestinian Teachers in Jewish Schools

by Michal Hisherik

Educ. Sci. 2026, 16(3), 394; https://doi.org/10.3390/educsci16030394 - 4 Mar 2026

Cited by 1 | Viewed by 697

Abstract

This qualitative study explores the induction experiences of Palestinian Arab novice teachers in Jewish-majority schools in Israel during a period of intense national tension (2023–2025). Amid ongoing teacher shortages in the Jewish sector and a surplus of qualified teachers in the Arab sector, Boundary-Crossing Teaching (BCT) has become a notable phenomenon. Using semi-structured interviews and reflective journals of 23 beginning teachers and eight mentors, the study investigates how minority educators navigate cultural and political divides in a conflict-affected society. The findings reveal that during periods of heightened tension, teachers’ professional identity is often overshadowed by ethnic suspicion, leading to a “dual burden” of professional and national representation. The data shows that teachers navigate national ceremonies through “strategic ambiguity”—performing outward compliance (e.g., standing for the siren) while maintaining internal identity boundaries. Furthermore, the study identifies a paradox in language dynamics: while Palestinian Arabic is often “securitized” and viewed with suspicion in staffrooms, teachers successfully leverage their linguistic background as “intercultural capital” to build empathy with students. The research finds that shared-identity mentors provide an essential “third space” for processing experiences of racism that are otherwise silenced within the school hierarchy. These empirical results demonstrate that teacher retention in conflict zones requires active institutional protection to prevent professional status from collapsing into national categorization. Full article

(This article belongs to the Special Issue Teacher Preparation in Multicultural Contexts)

19 pages, 1901 KB

Open AccessArticle

Beyond Utility: Language Intervention, Identity Dynamics, and Political Attitude Change Among Palestinian High School Students and Pre-Service Teachers in Post-7 October Israel

by Rakefet Erlich Ron

Educ. Sci. 2026, 16(2), 353; https://doi.org/10.3390/educsci16020353 - 23 Feb 2026

Viewed by 577

Abstract

This quasi-experimental study employed Generalized Estimating Equations (GEE) to examine the longitudinal changes in intergroup perceptions following a targeted Hebrew language intervention on intergroup perceptions among 119 Arab citizens of Israel, segmented into high school students (HSS; adolescents) and pre-service Teachers (PSTs; young adults). Focusing on instrumental language acquisition as a form of positive intergroup contact, the research measured changes in self-efficacy in Hebrew, endorsement of democratic influence strategies, hope for peace, and common ancestry categorization (Semitic/Abrahamic) across two time points (pre/post intervention). Results indicated a robust positive association between the time of intervention and four of the five tested outcome variables, supporting the instrumental pathway hypothesis. Complex interactions revealed that participants identifying as Palestinian, who exhibited lower baseline hopes and categorization scores, demonstrated the sharpest increase in both hope for peace and Abrahamic categorization. Conversely, sensitivity to inequality diverged by group, dropping significantly among PSTs but increasing among HSSs. These findings highlight that while language intervention bridges ideological divides, its impact is shaped by the professional socialization inherent in teacher training. For PSTs, the combination of linguistic proficiency and emerging professional identity appears to mitigate feelings of marginalization, offering a constructive pathway for negotiating identity, status, and belonging. Full article

(This article belongs to the Special Issue Teacher Preparation in Multicultural Contexts)

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21 pages, 299 KB

Open AccessArticle

Self-Determined Learning in a Multicultural Context of Teacher Education

by Eran Gusacov

Educ. Sci. 2026, 16(2), 303; https://doi.org/10.3390/educsci16020303 - 13 Feb 2026

Viewed by 1204

Abstract

This theoretical–conceptual article examines the ongoing challenges of teacher education in multicultural contexts, focusing on the tension between uniform, mandatory curricula and the needs and identities of diverse cultural groups. The central problem discussed is that contemporary pedagogical structures, often grounded in a hegemonic cultural framework and in a disciplinary canon perceived as “objective,” create barriers, exclusion, and inequality for minority groups in teacher education. This article aims to critically examine the suitability of traditional pedagogical models for multicultural teacher education and to propose a principled alternative based on self-determined learning (heutagogy) as an alternative educational paradigm. The analysis draws on theoretical and philosophical literature in the philosophy of education, multicultural education, and theories of knowledge and learning, juxtaposing approaches that emphasize a binding disciplinary canon—commonly associated with conservative-liberal thought—with critiques that challenge its authority, objectivity, and universality. The article’s central proposal is the adoption of heutagogy in multicultural teacher education—an approach that places the learner at the center and enables students to define their learning pathways, research questions, and knowledge sources in accordance with their cultural and social contexts. Within this framework, “melting pot” conceptions and standardized curricula are rejected in favor of fostering an equitable, reflexive, and culturally responsive educational environment. The article concludes that implementing heutagogy in multicultural teacher education is not merely a pedagogical–technical move but requires a conscious philosophical and value-based choice between learner-centered educational models emphasizing autonomy and cultural pluralism, and society-centered models grounded in a shared knowledge canon and disciplinary authority. Full article

(This article belongs to the Special Issue Teacher Preparation in Multicultural Contexts)

18 pages, 602 KB

Open AccessArticle

Durable Professionalism in Contested Spaces: Evaluating the Conversion of Teacher Readiness into Stable Professional Tenure in Politically Contested Multicultural Settings, 2022–2025

by Shahar Gindi

Educ. Sci. 2026, 16(2), 285; https://doi.org/10.3390/educsci16020285 - 10 Feb 2026

Cited by 1 | Viewed by 671

Abstract

This study examines the systemic and political dynamics shaping the professional trajectories of Palestinian educators trained for boundary-crossing roles in Jewish state schools in Israel. While specialized programs successfully cultivated intercultural competence and pedagogical readiness, these gains were undermined by entrenched structural and ideological barriers. 12 in-depth semi-structured interviews with 12 Palestinian teachers were analyzed as well as findings from a telephone survey with 99 graduates. Findings reveal that institutional absorption failure, manifested through contractual precarity, geographic misalignment, and organizational inertia, prevented the conversion of individual readiness into stable tenure. Inclusion was found to be conditional, requiring sustained emotional labor, linguistic self-censorship, and political alignment, particularly during periods of heightened sociopolitical tension following 7 October 2023. These patterns reflect deeply rooted power asymmetries that marginalize Palestinian citizens and perpetuate tokenistic integration. This study argues that durable professional integration in contested spaces demands a paradigmatic shift: from viewing inclusion as a temporary concession to embedding stability and equity as structural principles. Such transformation requires dismantling institutional mechanisms that reproduce asymmetry and investing in long-term ecological supports, such as permanent contracts, culturally responsive leadership, and inclusion protocols. Without these systemic reforms, intercultural competence remains insufficient to overcome the political and structural forces. Full article

(This article belongs to the Special Issue Teacher Preparation in Multicultural Contexts)

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17 pages, 257 KB

Open AccessArticle

Challenge and Opportunity? Arab Teachers’ Perspectives on Teacher Training in a Hebrew-Speaking Program

by Anat Reuter and Dolly Eliyahu-Levi

Educ. Sci. 2026, 16(2), 178; https://doi.org/10.3390/educsci16020178 - 23 Jan 2026

Cited by 1 | Viewed by 1076

Abstract

The academic encounter between Jews and Arabs in Israel carries tensions stemming from a prolonged historical conflict, yet at the same time offers opportunities for authentic engagement that deepens mutual understanding between the groups. This study is grounded in contact theory and multiculturalism, focusing on the integration process of Arab women teachers in a Hebrew-speaking track at an academic college of education. The research explores the participants’ experiences against the backdrop of national tensions, asking how they perceive their teacher education journey in the Hebrew-speaking track in terms of challenges and benefits. The study is based on a qualitative–phenomenological approach, collecting data through interviews with 12 graduates who shared their experiences and reflections. The analysis reveals the participants’ explicit and implicit attitudes, the barriers they faced, and the gains they reported during their studies. Full article

(This article belongs to the Special Issue Teacher Preparation in Multicultural Contexts)

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