Purpose

The purpose of this paper is to examine the effectiveness of using structured reflection via the critical incident analysis method to develop multicultural awareness and intercultural empathy in undergraduate-level pre-service teachers. This research is important, given the striking demographic mismatch between students and teachers in US schools.

Design/methodology/approach

This study adopts a convergent parallel mixed methods research design that combines both qualitative analysis of completed written critical incident analysis assignments and quantitative analysis of responses from a brief survey.

Findings

In most cases, engaging with the critical incident analysis method did lead participants reexamine their own experiences and develop a better understanding of their own biases and actions. While students followed different pathways with the assignment, participants were able to better understand the crucial role that teachers play in creating a space that values and welcomes diversity for the benefit of all students.

Originality/value

This study diverges from future research on the critical incident analysis method by asking students to examine specific moments from their past in the process of deep, targeted self-reflection.

中文翻译：

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使用关键事件分析方法建立文化意识和跨文化同理心

目的

本文的目的是检验通过关键事件分析方法使用结构化反思来培养本科级职前教师的多元文化意识和跨文化同理心的有效性。鉴于美国学校学生和教师之间存在显着的人口结构不匹配，这项研究非常重要。

设计/方法论/途径

本研究采用收敛并行混合方法研究设计，结合了对已完成的书面关键事件分析作业的定性分析和对简短调查答复的定量分析。

发现

在大多数情况下，采用关键事件分析方法确实会让参与者重新审视自己的经历，并更好地理解自己的偏见和行为。虽然学生们按照不同的方式完成作业，但参与者能够更好地理解教师在创造一个重视和欢迎多样性以造福所有学生的空间方面所发挥的关键作用。

原创性/价值

这项研究与未来对关键事件分析方法的研究不同，它要求学生在深入、有针对性的自我反思过程中审视过去的特定时刻。