Multicultural teacher competancies in education

The aim of this study is to reveal how the teachers in Bursa evaluate themselves about the multicultural teacher competencies determined by the EU, how they evaluate the effects of these competencies on the multicultural education environments and their suggestions for the development of these competencies. The research was designed with the phenomenology pattern, which is a qualitative method. In the research, interviews were conducted with 12 teachers working in Bursa in the 2020-2021 academic year. The findings were analyzed by content analysis. Teachers stated that they observed and were influenced by the issue of multiculturalism in educational environments. It was also found among the opinions that they found the studies in our country on multicultural teacher competencies to be lacking and that they developed these competencies with their own efforts. In this respect, it becomes clear as a strong recommendation that teacher training programs and in-service programs should be reconsidered to address multicultural teacher competencies.