Review on Teachers’ Multicultural Competence in China

In recent decades, researches on teacher’s competence has shifted from a singular macro perspective to a systematic micro view. This article explores the multifaceted domain of teachers’ competence in China by utilizing textual analysis. It critically analyzes the research content pertaining to the connotation, structural components, and empirical applications of teachers’ multicultural abilities. It summarizes various definitions, structures, and empirical studies in the context of China and proposes some directions of future research.

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