I didn’t know what I didn’t know: assessing an innovative teacher education certification program centering interculturalism, diversity, equity and inclusion

Purpose This paper aims to present a unique approach to preservice teacher education on issues related to interculturality, diversity, equity and inclusion by presenting data from an innovative Intercultural Learning Certificate Program (ILCP) required for all preservice teachers at a historically white institution. Design/methodology/approach Situated in the literature on interculturality, diversity, equity, inclusion and social justice, the authors use a descriptive quantitative approach to provide evidence from the program showing growth in teacher candidates over five semesters using the Intercultural Development Inventory (IDI). Findings Scores increased from pre-test to post-test for 85% of Cohort 1, for 100% of Cohort 2 and for 84% of Cohort 3 candidates. Research limitations/implications Respondents might answer questions in a way they believe is socially acceptable, rather than answering in a way that reflects their true feelings and behaviors; as such, the IDI is susceptible to social desirability bias. Practical implications The ILCP is an example of an effective program with measurable outcomes that prepares educators to engage with diverse student bodies and family communities, as evident from the reported IDI pre- and post-test results. Social implications The ILCP, as demonstrated by the IDI results, helps foster inclusivity and understanding and positions teachers to see each child as an individual with individual needs. Originality/value The innovative design of the ILCP program offers numerous opportunities for reflection and meaning-making and empowers teacher candidates to observe, reflect and analyze their growth over five semesters.