Multicultural teacher education (MTE), self-efficacy and satisfaction are all important for teachers, especially as they relate to their engagement in practices that are beneficial for culturally and linguistically diverse children. Yet it remains to be seen how these important constructs work together to predict teaching practices once teachers enter the field. The purpose of this paper is to explore how MTE, teacher efficacy, teacher satisfaction and culturally responsive teaching (CRT) practices are related among early childhood teachers.,Specifically, the paper will address the connections between these variables via a path analysis. Previously collected data from 105 public early childhood teachers (PreK-2) in a single county in the Southeast United States was analyzed for the study.,Results suggest that CRT in early childhood is a three-faceted construct with teacher efficacy having a direct effect on all dimensions of CRT and teacher satisfaction having a direct effect on two dimensions of CRT. MTE did not have any direct effect on teacher efficacy, teacher satisfaction or CRT.,This paper contributes to the literature in that it is especially necessary to examine how teacher education influences teachers’ efficacy and practices with culturally and linguistically diverse students. There is limited research on how these variables work together in the early childhood setting.

中文翻译：

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幼儿早期的多元文化教师教育和多样性实践

多元文化的教师教育（MTE），自我效能感和满意度对于教师来说都很重要，尤其是与他们参与有益于文化和语言多样的孩子的实践有关。然而，一旦教师进入这一领域，这些重要的构造如何协同工作以预测教学实践还有待观察。本文旨在探讨幼儿教师之间的MTE，教师效能，教师满意度和文化响应教学（CRT）实践之间的关系。特别是，本文将通过路径分析解决这些变量之间的联系。分析了先前从美国东南部一个县的105位公共幼儿老师（PreK-2）收集的数据，以进行研究。结果表明，幼儿CRT是一个三方面的结构，其教师效能对CRT的各个方面都有直接影响，而教师满意度对CRT的两个方面都有直接影响。MTE对教师的效能，教师满意度或CRT没有任何直接影响。本文对文献的贡献是，尤其有必要研究教师教育如何影响具有文化和语言多样性的学生的教师的效能和实践。关于这些变量在幼儿期如何协同工作的研究很少。本文对文献做出了贡献，因为特别有必要研究教师教育如何影响具有文化和语言多样性的学生的教师的效能和实践。关于这些变量在幼儿期如何协同工作的研究很少。本文对文献做出了贡献，因为特别有必要研究教师教育如何影响具有文化和语言多样性的学生的教师的效能和实践。关于这些变量在幼儿期如何协同工作的研究很少。