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Indicators to evaluate pre-service teachers’ cultural competence

Abstract This study identifies and examines multiple indicators to evaluate cultural competence of pre-service teachers in teacher education institutions. National Council for Accreditation of Teacher Education's concepts of culturally responsive teaching and theory discussions on cultural competence serve as the impetus for the study. The analysis applied structural equation modelling approach to study the measurement and structural factors of cultural competence for pre-service teachers, based on cultural competence literature. The results indicated that the multidimensionality of cultural competence consistent of four factors: (1) teachers’ professional beliefs; (2) self-reflections; (3) teacher expectations; and (4) actions to challenge and ameliorate prejudice and social injustice. The researcher further discussed possible adaptations of a multidimensional approach to explain and assess pre-service teachers’ cultural competence. Implications regarding implementing the indicators for curriculum design and programme evaluation were explored.