Teacher Preparation in Multicultural Contexts
A special issue of Education Sciences (ISSN 2227-7102). This special issue belongs to the section "Teacher Education".
Deadline for manuscript submissions: 1 January 2026 | Viewed by 37
Special Issue Editor
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 100 words) can be sent to the Editorial Office for announcement on this website.
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-blind 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 1800 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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