Cultural Diversity in the Chilean University Context: A Cross-Sectional Study of the Beliefs of Pre-Service Teachers and Teacher Educators

The objective of this study is to explore the beliefs of teacher educators (TE) and pre-service teachers (PST) regarding cultural diversity and its relationship with teaching-learning practices, to contribute to strengthening Initial Teacher Education (ITE) with an intercultural approach. A quantitative observational, descriptive, and cross-sectional pilot study was conducted using a survey administered to 230 PST and TE from 18 Chilean universities. The results showed that TE exhibited higher levels of negative beliefs (d = 1.00; p < 0.001) and less favorable educational practices to cultural diversity (p = 0.012). Although no statistically significant differences were observed in favorable educational practices, a trend toward higher scores was identified among PST. Regression models indicated that the teaching role was significantly associated with negative beliefs, whereas the other variables showed no significant associations. Overall, the findings suggest a dissociation between stated and structural beliefs regarding cultural diversity, which may influence the implementation of intercultural pedagogical practices in teacher education. They underscore the need to strengthen intercultural training—particularly among TE—through critical reflection to align beliefs and pedagogical practices, and to advance future research on the evolution of these beliefs and their impact on teaching practice.