Beyond borders: exemplary culturally diverse policy practices within early childhood teacher education

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dc.authoridTantekin Erden, Feyza/0000-0001-6060-1877
dc.authoridGUVELIOGLU, ELIF/0000-0002-5792-7400;
dc.contributor.authorCengiz, Nida Altiparmak
dc.contributor.authorYigit, Nur Banu
dc.contributor.authorGuvelioglu, Elif
dc.contributor.authorErden, Feyza Tantekin
dc.date.accessioned2025-10-11T20:48:22Z
dc.date.available2025-10-11T20:48:22Z
dc.date.issued2025
dc.departmentDüzce Üniversitesien_US
dc.description.abstractThe United States (US) and the United Kingdom (UK) exhibit significant cultural and linguistic diversity. Research conducted in Europe and the US highlights how diversity creates complex teaching environments, often leaving educators insufficiently prepared. Consequently, teacher education has become a paramount area of focus but remains under-investigated within diversity-related contexts. This study analyzes early childhood education (ECE) teacher preparation in the US and UK to evaluate prospects for culturally responsive teaching. Using document analysis, ECE teacher education programs across 18 universities were examined, focusing on diversity in course titles, objectives, and content along with practical strategies for teaching in multicultural environments. Findings showed that, while diversity and inclusion were highlighted in module titles and policy frameworks, practical application often prioritized special education over cultural diversity. Modules specifically addressing migration-related issues were limited, and despite an emphasis on family and community engagement, gaps persisted in preparing teachers to support cultural diversity. Practical teaching experiences in diverse settings were identified as essential for developing culturally responsive practices. It is recommended that integrating comprehensive, mandatory modules on multicultural and multilingual education, alongside practical components, to better equip educators for diverse ECE environments.en_US
dc.identifier.doi10.1080/10901027.2025.2454931
dc.identifier.issn1090-1027
dc.identifier.issn1745-5642
dc.identifier.scopus2-s2.0-85216265903en_US
dc.identifier.scopusqualityQ2en_US
dc.identifier.urihttps://doi.org/10.1080/10901027.2025.2454931
dc.identifier.urihttps://hdl.handle.net/20.500.12684/21872
dc.identifier.wosWOS:001406994300001en_US
dc.identifier.wosqualityN/Aen_US
dc.indekslendigikaynakWeb of Scienceen_US
dc.indekslendigikaynakScopusen_US
dc.language.isoenen_US
dc.publisherRoutledge Journals, Taylor & Francis Ltden_US
dc.relation.ispartofJournal of Early Childhood Teacher Educationen_US
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanıen_US
dc.rightsinfo:eu-repo/semantics/closedAccessen_US
dc.snmzKA_WOS_20250911
dc.titleBeyond borders: exemplary culturally diverse policy practices within early childhood teacher educationen_US
dc.typeArticleen_US

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