A scoping study of in-service teacher professional development for inter/multicultural education and working with culturally and linguistically diverse students

Article


Tualaulelei, Eseta and Halse, Christine. 2021. "A scoping study of in-service teacher professional development for inter/multicultural education and working with culturally and linguistically diverse students." Professional Development in Education. https://doi.org/10.1080/19415257.2021.1973074
Article Title

A scoping study of in-service teacher professional development for inter/multicultural education and working with culturally and linguistically diverse students

ERA Journal ID20751
Article CategoryArticle
AuthorsTualaulelei, Eseta (Author) and Halse, Christine (Author)
Journal TitleProfessional Development in Education
Number of Pages16
Year2021
PublisherRoutledge
Place of PublicationUnited Kingdom
ISSN1367-4587
1941-5265
Digital Object Identifier (DOI)https://doi.org/10.1080/19415257.2021.1973074
Web Address (URL)https://www.tandfonline.com/doi/full/10.1080/19415257.2021.1973074
Abstract

Every year, significant resources are devoted to the professional development of educators, warranting a closer evaluation of whether professional development is effective and where it can be improved. Focussing on professional development in intercultural and multicultural education, this article presents a scoping study of relevant literature to identify factors that have been highlighted as helpful and hindering for educators. Peer-reviewed journals from the last two decades were scoped for articles about professional development aimed at Pre-K–12 educators. A literature search of four academic databases identified 159 relevant articles which were then qualitatively coded with NVivo. A numerical analysis identified areas of research concentration and those needing research attention, while a thematic analysis yielded four broad areas of results: teacher capacities and dispositions, features of professional development, professional development activities and professional development topics. Discussion is concentrated on the overall state of the field, particularly on features specific to inter/multicultural professional development such as educator resistance and reluctance, content organisation, the under-utilisation of technology, and safe opportunities for discussion, criticality and meta-cognitive reflection. The article presents results that may inform the design of inter/multicultural professional development in education along with suggested areas for future research.

Keywordsculturally and linguistically diverse; intercultural education; multicultural education; professional development; scoping study
ANZSRC Field of Research 2020390410. Multicultural education (excl. Aboriginal and Torres Strait Islander, Māori and Pacific Peoples)
390305. Professional education and training
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Byline AffiliationsSchool of Education
Deakin University
Institution of OriginUniversity of Southern Queensland
Funding source
Grant ID
USQ Education SIG Fellowship
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