Process-oriented models in multicultural teacher education are used to understand the development of cross-cultural competency. These models guide and enhance teachers' attitudes, behaviors, and interactions with students in diverse classrooms.

University of Connecticut

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Multicultural teacher education incorporates process-oriented methods to develop teachers' racial identity and cross-cultural competency, aiming to improve insights and practices in multicultural education.

Cross Cultural Competency and Multicultural Teacher Education

- a. "What research supports process-oriented models used to structure cross- cultural learning?"
- b. "How do these models contribute to our understanding of multicultural professional development for teachers?"

Review process-oriented models about Cross Cultural Competency and Multicultural Teacher Education

- Helms's model of racial identity development,
- Banks's Typology of Ethnicity,
- Bennett's Developmental Model of Intercultural Sensitivity


Three Process Models of Ethnic and Racial Identity:



Advantage of process models:
-  the structure for designing and sequencing effective course and program interaction

Process Frameworks: Cross Cultural Competency and Multicultural Teacher Education
- Second Section

Advantage of process models:
- Provide instructional strategies to create conducive learning environments for students
- Implications for using these models in multicultural professional development.

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