Impact of Cultural Competence and Education of A Pre-service Teacher and Pedagogical Style

Impact of Cultural Competence and Education of A Pre-service Teacher and Pedagogical Style

Abstract

This research study examines the impact of cultural competence and education of a pre-service teacher and pedagogical style on the quality of teaching. The study’s rationale is underlined by the prevalence of cultural diversity within the student population. Nevertheless, past research studies show that most teacher education programs are ineffective in strengthening cultural competence amongst pre-service teachers. The gap in cultural competence has negatively affect the effectiveness of pre-service teachers in promoting learning amongst the culturally diverse student population. The study underlines on the significance of cultural competence in helping pre-service teachers’ establish an excellent learning environment, foster productive student-teacher relationship.

Keywords: cultural competence, pedagogy, pedagogical styles, pre-service teacher, multicultural teacher education, culturally responsive teaching

Introduction

Teachers form an integral component within a country’s education system. Through their teaching role, teachers contribute to the acquisition and modification of skills and knowledge among the learners (Mooi & Mohsin, 2014).  Teachers must focus on entrenching quality teaching approaches to be successful in imparting knowledge on the learners.  The quality of teaching is essential in determining the student’s academic performance. Wang et al. (2011) emphasize that the quality of teaching continues to be a significant challenge across many countries despite the various legislation, teaching standards, and curriculum reforms that have been undertaken.

According to Dejene, Bishaw and Dagnew (2018), reforms in the education sector have played a significant role in improving the education sector. The changes in the education sector have focused on different aspects amongst them teacher education practice. Quality teaching is founded on different perspectives. Among the core, views relate to the teachers’ cognitive resource, their effect, and performance. From a cognitive resource perspective, quality teaching takes into account different aspects that include; the beliefs, knowledge and attitudes that the teacher brings into the teaching field.

In the course of their duty, teachers are obliged to improve their skills, knowledge and expertise to be effective in delivering knowledge. Selvi (2010) notes that the areas of teacher competence have been broadening over the past few years. The need for teacher competence emanates from the rapid changes in the education system hence demanding teachers to have the necessary capability (Martin & Smolcic, 2019).  Selvi (2010) defines competence to include a set of skills, beliefs, attitudes, experience, and knowledge required for future performance. The level of an individual’s expertise manifests itself in the activities that he or she is involved in (Mooi & Mohsin, 2014).  Among the renown competencies about teaching include instructional delivery, formative assessment, classroom management, and personal skills (Bakhru 2017).  Conversely, Selvi (2010) asserts that teachers’ competencies are defined into different types of competencies that include pedagogical and cultural competencies.

Educators across the world have over the years experienced rapid growth in student diversity. For example, available demographic data shows that the United States has experienced remarkable growth in the size of the Latino student population. It is estimated that the Latino students constitute 16% of the US national population. Between 2000 and 2010, the Latino student population increased by 43%. It is projected that by the end of 2020, 1 out of 4 of school-age students in the US will be a Latino (Kathy, Ibrahim & Carolyn 2016).  In spite of the growth in the size of the Latino student population, there has been a growing concern on the poor academic performance amongst the Latino students (Becerra 2012).  The poor education achievement amongst the Latino’s may have resulted in the violation of the American government to ensure equality amongst students in all the American public schools (Bakhru, 2017). Lack of cultural intelligence amongst the teachers is considered to be one of the issues that have contributed to low education achievement amongst the Latino students in American public schools (Nielsen, 2013).

One of the fundamental issues in promoting learning amongst students includes ensuring sufficient preparation of pre-service teachers. Sheridan (2016) emphasizes that the effectiveness with which the teacher students are prepared has an effect on the quality of teachers’ workforce.   Thus, pre-service teachers should be provided with support to enhance their professional practice. Keengwe, Mbae and Onchwari (2016) accentuate that developing professionalism about classroom practice alone is not sufficient in transforming the teacher’s effectiveness in teaching. This article examines the impact of cultural competence and education of teacher students or pre-service teachers and pedagogical style.  To achieve the research question, the study has sought to respond to the following research question.

1. What is the impact of cultural competence and education of pre-service teachers and pedagogical style on the quality of teaching?

To ensure that the research question is satisfactorily answered, the research question will be broken down into the following specific questions.

1. How is cultural competence relevant to the education sector?
2. In what ways can cultural competence be integrated in the education of pre-service teachers?
3. What impact does pedagogical style have on the quality of teaching?

Methodology and methods

To gain sufficient insight, the research study is based on a systematic review as the method of study.  Its effectiveness underlines the rationale of conducting a systematic review in promoting evidence-informed decision making. The systematic review involved four main activities. These activities included clarifying the research question, undertaking a critical appraisal of available research studies on the subject in an orderly manner, developing a coherent statement based on the research findings, and establishing the evidence claims that can be derived from the research (Gough, Oliver & Thomas, 2017).

The fundamental  research question evaluated in the research study includes; what is the impact of cultural competence and education of pre-service teachers and pedagogical style on the quality of teaching?  To ensure that the research question is optimally addressed, the research question was broken down into more specific sub-questions as illustrated above. This rationale of breaking down the question was to ensure that this the research question is satisfactorily addressed.  A comprehensive analytical framework was designed and used in analyzing the research topic. The analytic framework involved establishing specific linkages relating to the research questions.   Figure 1 below illustrates the analytic structure that was employed in conducting the research study.

Figure 1

The systematic review further involved evidence mapping, which entailed exploring hypothesis and new ideas on the research topic. The goal of conducting evidence mapping was to gain insight into the amount and type of research data available.  Conducting evidence mapping is considered integral in identifying research gaps, informing ongoing research and generating hypothesis on a research issue (Gough, Oliver & Thomas, 2017).  A critical analysis of the past research studies selected for the study was undertaken. Among aspects that were taken into account includes undertaking a quality assessment on the research studies. An extensive inclusion-exclusion criterion was applied in selecting the studies to be included in the systematic review. It was ensured that only relevant studies that were aligned with the research topic were selected (Meline, 2006).

Data collection and analysis

The research data was derived by conducting an extensive literature survey. Thus, the study was based on a secondary study. Its capability informed the rationale of conducting a secondary research study in providing a ground for generalizing findings on the research findings by making inference on past studies. The research data was obtained from different literature materials that include reports, books, and journals. To ensure credibility of the secondary data collected, the literature materials were sourced from reputable  EBSCO and ProQuest which are renowned  and reputable  online libraries and databases. The Boolean Logic Technique was applied in selecting locating and identifying the relevant literature materials.  This entailed identification of key words, which were used in searching the literature materials.

Selection of the literature materials was undertaken by integrating the Boolean Logic Technique. This involved identification of key words, which were used in conducting an online library and database search. Three Boolean operators that include And, Or, and Not were used in collaboration with the key words in conducting the online search (Sorensen & Lapenta, 2017).  The research data collected was analysed using the secondary data analysis technique. This involved integration of the thematic analysis. The thematic analysis was actualized by identifying key themes relating to the study topic inherent in the selected research studies.

Results

The systematic review revealed a number of issues in respect to the impact of cultural competence and education of a pre-service teacher and pedagogical style.   The research results showed existence of a rapid growth in level of cultural diversity within the school environment. Findings of a research study conducted in 2008 in the United States8 showed that students of color comprised of 44% of the total number of students enrolled in the public schools. The study further revealed that approximately 10 million out of the 74 million are from non-English speaking families (National Center for Education Statistics, 2009).

In spite of the increase in diversity amongst the student population, diversity in teacher population has not been reciprocated. This assertion is highlighted by findings of a study conducted by the United States Department of Education which  revealed that racial diversity amongst teachers in the United States has grown at a relatively slow pace as illustrated by figure 2 below (PEW Research Center, 2020).

Figure 2; Trend in ethnic diversity between students and teachers in US public schools.

Source: (PEW Research Center, 2020)

Given the unproportional increase in cultural diversity between student and teacher population, teachers in the US are likely to experience a considerable increase in the level of cultural diversity in classroom, which will be evident by an increase in the number of students belonging to diverse racial, ethnic, and cultural groups.  Despite the growth in the intensity of students’ cultural diversity in the classroom environment in the US, a report by the National Centre for Culturally Responsive Education Systems (2002) affirmed that White teachers only represent 90% of the total number of teachers in the public schools.  Thus, the need for the US government to focus on developing culturally competent teachers cannot be understated.

According to Hart et al. (2012), an individual’s cultural competence relates to his or her knowledge on different aspects that include the local, national and international values. Despite the fact that teachers bring different aspects of their culture into the classroom, for example, their assumptions and beliefs in on what constitutes a good teacher, most  of the pre-service teachers’ education programs are inadequate in ensuring that pre-service teachers satisfactorily prepared to improve their capacity to teach a culturally diverse student population (Barnes, 2006). Keengwe et al. (2010) associate this situation to a number of factors amongst them lack of or limited cultural knowledge amongst teacher educators, and the existence of disconnect between theory and practice.

Research findings further associate the lack of cultural competence amongst the pre-service educators to gaps in the past education system.  Most pre-service teachers do not have an understanding of the impact of institutionalized racism on their performance.  The teacher students or pre-service teachers are, in most cases unaware of the existing social inequities that result in the oppression of individuals belonging to marginalized societies.  As a result, most students enter pre-service teacher education courses with limited knowledge on cultural and social issues. The  teacher students tend to retain a low level of knowledge little knowledge about the existing cultural and social issues, which negatively impacts their effectiveness in achieving professionalism in a culturally diverse society (Landa & Stephens, 2017).

A study by Edwards and Edwards (2017) showed that the underlying beliefs among the pre-service teachers in respect to teaching shape how they interpret ideas and hence the teacher identity that they develop. Alternatively, a study by Irvine (2003) revealed that teacher students tend to tend to hold negative cultural beliefs. Additionally, they have low expectations for success among students despite receiving education on multicultural education. Taggart (2016) defines this phenomenon as cultural discontinuity, which negatively impacts teacher-student interaction.  Cultural discontinuity increases the level of cultural prejudice between the student and the teacher.

Howard and Rosario (2012) note that cultural discontinuity increases the probability of teachers ignoring diversity in regards to the student’s ethnic identities, cultural beliefs, values, perceptions and world views.  Moreover, cultural discontinuity affects the teachers’ expectations and attitudes and hence the student’s academic performance. Teachers also bring into the classroom environment aspects relating to their personalities and teaching style (White, Kozleski & Zion, 2016).  Teachers charged with the responsibility of teaching culturally diverse students with respect to social, linguistic, racial, economic, and ethnic aspects may experience a cultural disconnect.

According to He and Cooper (2009), the development of cultural competence by the teachers should take into account different approaches. First, the teacher should examine the  cultural identity that they possess. The rationale of this approach is underlined by the fact that the teachers’ own cultural identity shapes his or her thoughts, opinion and responses towards other people, events, and situation (Grant, 2014).  In his study, Cooper (2011)  found that  examining one’s cultural identity has an influence on the teachers’ standards in respect to how he or she feels about it, and the approach to be employed in responding to the feeling. For example, the teachers become conscious of their perception towards the students and how the students, in turn, perceive them. The study by Cooper (2011) showed that developing cultural competency in respect to understanding the self plays a fundamental role in helping teachers establish and nurture a strong relationship with the students irrespective of their cultural diversity.  A study by Eriksson and Wallace (2006) found that despite a significant proportion of pre-service teachers being caring and intelligent, they do not have adequate understanding on how issues relating to race, culture, and ethnicity affect the students.  Eriksson and Wallace (2006) note most teacher educators have identified the existence of some degree of cultural insensitivity amongst the pre-service teachers by examining their beliefs and attitudes. Salinas (2002) opines that most future/pre-service teachers feel uncomfortable about teaching in classrooms characterized by ethnic/cultural diversity. Liang and Zhang (2009) argue that pre-service teachers tend to teach similarly as they were taught or according to their personal experiences. Moreover, the pre-service teachers base their teaching approach to the existing personal beliefs and assumptions.

A research study conducted by Sheridan (2016) revealed that the preparation of pre-service teachers is influenced by their pedagogical beliefs, which impacts their professional practices.  Alternatively, Paarkarri et al. (2014) opine that teacher experiences are critical in improving the pre-service teachers’ pedagogical repertoire.  The teachers’ pedagogical beliefs are determined by different aspects that include; how students learn, their personal experiences, and beliefs about knowledge. Liang and Zhang (2009) affirm that the teachers’ pedagogical beliefs change as the pre-service teachers’ progress through their teacher education cause. According to Grant (2014), pedagogical beliefs influence the pre-service teachers’ pedagogical style. Research findings further show that the pedagogical style applied in the teaching process changes with the age of the student.

From the research results, one can argue that contemporary teachers are characterized by a major challenge arising from the rapid growth in cultural diversity amongst the student population. The challenge has further increased by the existence of gaps in teacher education programs, which have not adequately entrenched multicultural teacher education programs. In view of these challenges and the importance of the education sector in the society, the need to understand the impact of cultural competence and education of a pre-service teacher and pedagogical style should not be underestimated.

Discussion  

Teacher quality comprises the most important aspect of influencing students’ academic performance. Numerous efforts on improving teacher quality, for example, by preparing highly qualified prospective teachers, have been put in teacher education programs across different countries. In spite of these efforts,  the process of designing teacher education programs  should  focus on entrenching a culturally responsive pedagogy within the curriculum.  Howard and Del Rosario (2000) are of the opinion that teacher educators should design a teacher education program that is characterized by a high degree of inclusivity. Therefore, the teacher education programs should appreciate the importance of promoting equity in the delivery of education.  This move will be essential in improving their capability in teaching in an increasingly diverse society.    Developing cultural competence is an integral element in the teacher students pursuit to achieve professional development.  Irvine (2003) is of the opinion that teacher education programs should be designed with the goal of producing competent and caring teachers. Ellerbrock et al. (2016) affirm that developing cultural competence improves the pre-service teachers’ effectiveness in establishing an applicable learning-teaching process.  In light of this, teacher candidates are required to demonstrate adequate knowledge and understanding of their student’s background (Lim, Churchill & Chai, 2011). The rationale of this aspect is to provide insight into the instructional approaches to employ in designing teaching programs that are of value to the students.  The development of cultural competence amongst the teachers should take into account the following issues.

Understanding the self

Individuals and families from culturally diverse countries travel to different countries with the goal of seeking quality life, either through work or education opportunities. This subsequently leads to an increase in the student’s cultural diversity.  The host countries are subsequently faced with the challenge of establishing a multicultural education system. The research results affirmed the importance of teachers developing an understanding of self in order to be effective in teaching culturally diverse students.  This outcome can be achieved by undertaking an extensive self-reflection. By undertaking an honest examination of their cultural perspective, for example, their attitudes and beliefs, the  teacher students will gain insight into why they are who they are (Dejene, Bishaw &Dagnew, 2018). Understanding the self can, therefore, help the teachers eliminate biases that might negatively impact their value systems. Brady (2011) asserts that teachers’ values impact the relationship that they develop with the students.  The values that teachers possess impacts on how they teach and treat their students.  Thus, teachers characterized by positive values impact their students positively during the learning process.  Teachers are expected to express their values during the teaching process (Willemse et al., 2005).  Suyatno et al. (2019) further argue that the values possessed by the teacher influence their teaching style.  Given this, teachers characterized by positive experience-based values tend to apply effective pedagogical principles in the learning process. Teacher values are also positively correlated with the degree of professionalism that they depict in the teaching process.   To be effective in their teaching role, it is imperative for teachers to ensure that they reconcile their possible negative feelings towards individual’s belonging to different cultures, languages, and ethnic groups (Samovar, Porter & McDaniel, 2010).   This outcome can be achieved by fostering positive teacher values.

The rationale of engaging in self-reflection is underlined by the fact that teachers are not always knowledgeable of their prejudices. The lack of such knowledge can result in the teachers engaging in unintentional racism.  Conducting a self-reflection is therefore critical in helping teachers discover their prejudices and the stereotypes that they may hold towards students (Pang & Park, 2013). This subsequently translates in the teachers developing cultural responsiveness hence fostering the development of a robust learning environment (Ellerbrock et al., 2016). By developing cultural competence, the teachers are able to encourage students to openly share their lives and cultural identities with other students, hence developing stronger relationships and trust.

There are diverse activities that teachers educators can take into account in the quest to help impart knowledge on the teacher students/pre-service teachers  become responsive to cultural diversity.  First, the teacher education programs should emphasize on training teachers on how to undertaking reflective thinking and writing. The rationale of training pre-service teachers on reflective thinking is underlined by the need to help them gain insight into their personal behaviors, for example, unintentional racism, and how such behaviors might affect their success in teaching culturally diverse students (Gay, 2002). Secondly, teachers should be taught on how to explore the impact of their personal and family histories on their personal understanding of themselves as either racial or non-racial being. One of the techniques that the pre-service teacher educators can employ in undertaking this task includes interviewing his or her family members on their experiences and beliefs regarding individuals belonging to a different cultural background (Villegas & Lucas, 2002).  By appreciating the historical impact of their family and personal histories on personal values, the pre-service teachers will be capable of adjusting their cultural views on others hence improving their cultural responsiveness.

Another dimension that should be observed in helping pre-service teachers develop an understanding of self includes helping them acknowledge their membership in a different cultural group. To be culturally competent, the pre-service teachers must acknowledge that they are affiliated to a particular cultural group, which may be characterized by specific advantages and disadvantages. By developing cultural competence in respect to this aspect, they will be able to relate more effective with students belonging to a different culture. Moreover, acknowledging their membership to a different group will have a positive impact on their view of other cultural groups.

One of the approaches that teacher education program should also emphasize on in training the pre-service teachers to be culturally competent include undertaking a historical training on the lives and experiences of individuals belonging to a different cultural group.  The rationale of this approach is to provide the pre-service teachers’ insight into the differences between their personal values and the other parties’ cultural values.

Understanding diversity

The development of cultural competence amongst the pre-service teachers should further entail understanding diversity.  The importance of entrenching cultural diversity within the teacher education programs is underlined by the prevalence of culture disconnect that characterizes the contemporary schools. Samovar, Porter and McDaniel (2010) affirm that parties in the education sector should adopt an unbiased approach in the quest to develop sufficient understanding of their student’s cultural backgrounds. In their study Irvine (2003) affirm that some teachers develop varied expectations towards students belonging to different gender or race other than their own. The variation in student expectation arises from the implicit stereotypes and attitudes towards the students. Ellerbrock et al. (2016) is of the view that lack of cultural competency may result in teachers developing an evaluative disposition. As such, the teacher may develop tendency to either like or dislike some individuals in situations involving social interactions. Additionally, the teachers may tend to act favorably or unfavorably to some students.  The pre-service teachers may further become a social stereotype by associating some students with a certain trait. The social stereotypes may lead to prejudices arising from a negative feeling or attitude towards some students (Gunel, 2018). In understanding diversity, teachers should focus on gaining familiarity with the prevailing education structure, which constitutes an integral component of the student’s cultural heritage (Phillips, 2014).

Integration culturally responsive teaching  approaches and multicultural teacher education

Developing cultural competence among teacher students is integral in enhancing the teachers’ effectiveness in improving the quality of teaching by increasing the probability of teachers in adopting culturally responsive teaching. Barnes (2006) affirms that culturally responsive teaching has been identified as one of the most effective ways through which teacher educators can effectively impact cultural competence amongst student teachers.  Cara, Shan and Katherine (2018) affirm that culturally responsive teaching increases the degree of student-teacher engagement, student motivation and subsequently their academic success. According to Chiu et al. (2017), effective teaching and learning occur in a learning environment that is culturally supported. The culturally responsive teaching theory (CRT) emphasizes the importance of teachers assisting students from linguistically and culturally diverse backgrounds develop a strong connection with the school curriculum and amongst themselves.  The adoption of CRT further plays a central role in helping the students connect with the school environment and their home. Such connections increase the students’ capability to learn and develop new knowledge.

In light of this, it is imperative the CRT theory be integrated into the development of the education of pre-service teachers programs. Culturally responsive teachers depict a high degree of empathy and care (Cara, Shan & Katherine, 2018).   In applying the CRT theory in teaching, it is imperative for teacher educators to focus on training them on how they can apply their cultural knowledge in developing lesson plans that help the students appreciate cultural diversity. As such, the application of CRT theory is, therefore, critical in transforming teachers into agents of change.  For example, teaching educators on how to apply the CRT theory in early childhood education can be achieved through the integration of four main domains. First, the teacher educators can teach preserve teachers on how to apply classroom materials and imagers in representing diverse cultures, gender roles, and family styles. Secondly, teacher educators can be taught on how to use strategies that can result in improved communication, instruction and evaluation hence addressing the students’ diverse needs. Early childhood teachers can also be trained on how to apply different activities, daily routines, and images in representing cultural diversity (Cara, Shan & Katherine, 2018).  The application of these aspects can play a fundamental role in enhancing the effectiveness with which the teachers help students through the learning process.

Multicultural teacher education

The research results showed lack of multiculturalism in teacher education programs. The development of culturally responsive teaching can also be achieved through the integration of multiculturalism in teacher education. Grant (2014) asserts that many teacher educators have been encouraged to integrate multiculturalism into their programs. Vranjesevic (2104) argues that multicultural education should be entrenched as part of pre-service teacher education. Nevertheless, this call has not been sufficiently observed despite the growing level of diversity in schools.  Dejene, Bishaw and Dagnew (2018) assert that most teacher educators ignore the prevailing multiculturalism in their teaching process. Grant (2014) affirms that teacher educators have traditionally under-emphasized on the importance of integrating multiculturalism in teacher education. This perception has arisen from the fact that the pre-service educators have been limited to teaching in a monocultural and monosocial geographical region.

In view of the growing multiculturalism in the education system, teacher students should develop competence in order to be capable of dealing with the possible conflict in cultural values and practices.  The rationale of developing cultural competence is underlined by the fact that schools have become an integral component in cultural transmission. Thus, pre-service teachers should appreciate the fact that cultural values and practices are central in their quest to become professional teachers.  Samovar, Porter and McDaniel (2010) notes that culturally competent teachers appreciate the prevailing cultural differences in planning their lessons. Additionally, culturally competent teachers are knowledgeable on how their personal cultures might differ from that of their students. Moreover, developing cultural competency increases the effectiveness with which the pre-service teachers plan activities that will help the learners understand and appreciate cultural differences, the factors that lead to cultural conflicts, and the link between cultural differences and the prevalence of social inequalities.

Integrating multicultural education in teacher education programs can result in strenghthening cultural competence within the teacher workforce.  The integration of multicultural teacher education can be entrenched into the teacher education  programs through different approaches. These approaches include designing multicultural teacher education as field experiences, a stand-alone teacher education course, integrating multicultural themes in other education programs, and consideration of teacher education (Car, Shan & Katherine, 2018).  The rapid growth in the level of multicultural awareness amongst the pre-service teachers because of the integration of standalone multicultural courses in teacher education programs (Walker-Dalhouse & Dalhouse, 2006). On the other hand, service-learning events enhance the pre-service teachers’  capability in teaching culturally diverse students.  In spite of integrating multicultural teacher education in teacher’s education programs, Garmon (2004) opine that multicultural coursework may not be sufficient in changing the teacher students’ beliefs and attitudes. Successful integration of multicultural teacher education programs is influenced by the pre-service teachers’ commitment to social justice and personal experiences.

The integration of multicultural teacher education in developing pre-service teachers should further entail the incorporation of effective field experience models.  The rationale of integrating field experience in designing teacher education program is to prepare the teacher students to teach in the contemporary  culturally diverse classrooms (Wanting & Pambudi, 2019). From the research results above, the effectiveness of most in-the-field experience models integrated into teacher education programs is limited by the assumptions and beliefs held by the pre-service teachers. Quintana and McKown (2010) opine that for field experience models to be effective in enhancing the pre-service teachers’ effectiveness in teaching in the culturally diverse school environment, they must move away from their cultural beliefs and assumptions. Sleeter (2008) argues that when pre-service teachers are not prepared to appreciate the cultural reality that they will meet in, they will lack the competence necessary to make decisions that will enable them to interact with culturally diverse learners.

Pedagogical styles

Pedagogy, which refers to the method applied in teaching theory and practice constitutes a critical element in the pre-service teachers’ professional development. Alternatively, McGinnis (2017) asserts that pedagogy entails the relationship between culture and the learning technique. Successful integration of pedagogy in the teaching process requires teachers to develop meaningful teacher interaction.  If effectively applied, pedagogy increases the student’s capability to develop on prior learning. Conversely, it enables educators to develop and present their curriculum in a manner that is not only relevant to the learners but also which is aligned with the students’ cultures and needs (Keengwe, Mbae & Onchwari, 2016).

In respect to the culturally diverse society, it is important for teacher educators to integrate effective pedagogical styles. Teacher educators should  be knowledgeable about how to transform the pre-service teachers into culturally responsive teachers. This outcome can be achieved by entrenching culturally responsive pedagogy in their teaching role.  In doing so, the teacher educators should take into account three main dimensions that include the instructional, institutional and, personal dimensions (Richards & Brown 2007). The rationale of considering these aspects is to improve the pre-service teachers’ capability in responding and recognizing the cultural differences inherent among the culturally diverse students. Thus, teacher educators must appreciate the needs of multicultural students.  The teacher educators must also focus on improving the capability of pre-service teachers to develop an enriched and comfortable learning environment for all the diverse students (Collins, Duyar & Pearson, 2016).

The personal dimension emphasizes the emotional and cognitive processes necessary for teachers to become culturally responsive while the instructional dimension focuses on the materials, activities and strategies employed in the teaching process. The institutional dimension refers to the policies and values that are integrated into the teaching process.  In a culturally diverse society, it is important for teacher educators to focus on imparting knowledge to the pre-service teachers on the impact of school policies and practices in delivering knowledge to culturally diverse students.  The institutional dimension further underlines on the significance of community involvement in the school activities (Dejene, Bishaw & Dagnew, 2018).

Developing cultural competency increases the effectiveness with which the pre-service teachers determine the most appropriate pedagogical style to apply. The teacher educators should focus on improving the pre-service teachers’ effectiveness in imparting knowledge and skills to students belong to a culturally diverse background by integrating diverse teaching styles. Among the most effective pedagogical styles that the pre-service teachers should be educated on include; the teacher-centered and child-centered styles. Under the teacher-centered style, the teacher is considered the expert within the classroom environment while the students are the apprentices.  On Conversely, the teaching style under the child-centered approach centers around the student. Thus, the student has the capability of determining different issues relating to what, how and where of learning. The child-centered approach is considered a constructivist approach to teaching.

Developing cultural competence can inform the pre-service teacher on how to combine the pedagogical style hence improving the quality of teaching. For example, by being culturally competent, the pre-service teacher will be capable of determining the most appropriate teaching style to employ.  Examples of teacher-centered teaching styles that the pre-service teachers should be taught to include lecturing, modelling, direct instruction, questioning, and scaffolding.  Conversely, the child-focused teaching styles that the pre-service teachers should be taught to include inquiry-based learning, questioning, and role play. By combining different pedagogical styles, the pre-service teachers will be able to successfully establishing a conducive environment for learning.

Conclusion

The increasing diversity amongst students in schools underlines the need developing culturally competent teachers.  Given this, it is important for reforms in teacher education to be undertaken to reflect the growing cultural diversity. The research study reveals the existence of cultural gaps in most teacher education programs. This assertion is evidenced by the increasing cultural insensitivity amongst the pre-service teachers. It is therefore essential for teacher education programs to consider cultural competence as an integral element in preparing highly qualified teachers. Developing cultural competence amongst the pre-service teachers should involve the integration of a comprehensive approach. First, the teacher education programs should be teacher-centered in that it should focus on helping the teachers understand their appreciation of cultural diversity.

In view of this, teacher education programs should emphasize on the importance of teachers of-reflection. The self-reflection is critical in helping the teachers gain insight into the possible cultural prejudices and stereotype that they might harbor. The prevalence of cultural prejudices and stereotypes might have a negative impact on the capability of pre-service teachers to become culturally competent. The study further underlines the importance of pre-service teachers understanding cultural diversity.

In addition to understanding self and diversity, the study underlines on the importance of reforms on the teacher education program by integrating two main elements. The first element entails promoting culturally responsive teaching amongst the pre-service teachers. In light of this, teacher educators should be knowledgeable on how they can help the teacher students employ culturally responsive teaching approaches in their career. Integrating culturally responsive teaching practices increases the effectiveness with which the pre-service teachers foster student engagement between the student and the teacher irrespective of differences in cultural background.  Cultural responsive teaching approaches therefore results in improved teacher and student motivation, which culminates in improved student academic performance. The study further underlines on the importance of   designing and effective multicultural teacher education. Among the approaches that can be employed in entrenching cultural competency amongst pre-service teachers through the multicultural teacher education program include entrenching field experiences, designing a stand-alone teacher education course, and integrating multicultural themes in education programs.

Developing cultural competence constitutes a fundamental aspect in the professional development of pre-service teachers and hence their future performance. First, developing cultural competence prepares the pre-service teachers to be capable of teaching in a culturally diverse school environment. For example, by appreciating cultural diversity, the pre-service teachers gain insight into how to design their lesson plans in order to achieve the learning needs of students from the diverse cultural background. Cultural competence further provides the pre-service teachers’ insight into how they can combine different pedagogical styles hence improving the quality of learning.  As such, cultural competence influences the pre-service teachers’ capability in designing a culturally responsive pedagogical style, which subsequently influences their success in acquiring knowledge.

In summary, cultural competence not only results in an improvement in the quality of teaching but also enhances the teachers’ capability in ensuring equity in the provision of educational opportunities to students belonging to diverse cultural backgrounds. In the absence of cultural competence, it would be difficult for students belonging to diverse cultural backgrounds, for example in terms of race or linguistics to access equitable education opportunities because of the prevalence of high rate of marginalization.

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