Perceptions of Multicultural Education and Its Practice Among Advanced-Level Preschool Teachers

This study aimed to explore how the perceptions of multicultural education changed among 27 preschool teachers enrolled in an advanced teacher training program after completing a course on multicultural education. The study further sought to clarify the perceived meaning and practical directions of multicultural education. Data were collected through brainstorming activities, group discussions, lesson plans, and reflective journals and were analyzed using open coding, categorization, and category validation procedures. The results of the analysis revealed the following: First, participants viewed multicultural education as relevant only in specific cases, but their understanding evolved to see it as essential for shaping the attitudes and awareness of all children. Second, the teachers developed a sense that multicultural education should be approached through play-based learning, allowing children to experience cultural diversity in their daily lives naturally. Third, there was a deepened awareness of the importance of connecting multicultural education beyond the classroom to families, local communities, and national policy. By highlighting the process of changes in teachers’ perceptions, this study provides educational and policy implications for improving the quality and practical implementation of multicultural education in early childhood settings.