Prospective teachers conceptions of teaching and learning and their attitudes towards multicultural education

This study aims to analyze the conceptions of the senior students at the faculty of education along with their attitudes towards multicultural education according to gender and department variables, and to identify the degree to which their conception of teaching and learning predicts their attitudes towards multicultural education. A total of 278 prospective teachers, including 190 female and 88 male, who are attending the Faculty of Education of Cumhuriyet University participated in the study, which was conducted using a relational screening model. Data were collected using the Teacher Multicultural Attitude Survey (TMAS) and the Teaching and Learning Conceptions Questionnaire (TLCQ). Data obtained in the study was analyzed using One-Way ANOVA, Scheffe Test, and multiple regression analysis. According to the findings of these analyses, the prospective teachers' conceptions of teaching and learning, and their multicultural educational attitudes varied significantly depending on the variables of department and gender. The prospective teachers' conceptions of teaching and learning predicted their attitudes towards multicultural education at a significant level. The obtained results were discussed in the light of the relevant literature, and were made for future studies.