Delphi investigation of strategies to develop cultural competence in physical education teacher education

Wyant, James D.; Tsuda, Emi; Yeats, Jeremy T.

doi:10.1080/17408989.2020.1746252

Cited by 15 publications

(13 citation statements)

References 20 publications

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“…The participants' suggestion for the inclusion of intercultural education both in undergraduate studies and in the training of in-service PE teachers is in line with the implications of a previous study (Young, 2010). More interestingly, participants of the present study suggested that the training program include knowledge related to critical awareness, skill development, and strategies for building competence, which is in line with past literature (Chepyator- Thomson et al, 2000;Wyant, Tsuda, & Yeats, 2020), as is their suggestion that various games and activities from around the world could be effective tools for the development of intercultural competence (Puente-Maxera et al, 2020). An on-site training program with these features could help PE teachers and coaches improve their ability to promote the inclusion of refugees (Derri et al, 2014) and also increase their self-efficacy as professionals (Hermans, 2002).…”

Section: Discussionsupporting

confidence: 88%

A needs assessment study on refugees’ inclusion through physical education and sport. Are we ready for this challenge?

Papageorgiou

Digelidis

Syrmpas

et al. 2021

Physical Culture and Sport. Studies and Research

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In recent years, European countries have become hosting destinations for thousands of people who have been forced to leave their home countries. Greece is one of the main European hosting countries of refugees, especially children. Thus, the pupil population is gradually changing and the need for intercultural education is increasing. Physical education (PE) and sports have been recorded as suitable contexts for this process. However, there are still many challenges present in these contexts. The following study attempts to present the perceptions of PE teachers, coaches, and academics on the inclusion of refugees in PE and sports. Fifteen PE teachers/coaches and academics involved in the field of intercultural education participated in the study. A phenomenological approach was followed through semi-structured interviews. The method of thematic analysis was chosen to analyze the data. While all the participants considered PE and sports to be the most suitable contexts for the inclusion of refugees, they emphasized certain barriers to be overcome: the lack of training for PE teachers and coaches, prejudices of the parents of both natives and refugees, and refugees’ socioeconomic status and gender issues. Participants also shared their ideas for an adequate training program to improve PE teachers’ and coaches’ attitudes and promote their knowledge and skills regarding the inclusion of refugees. The participants underlined the need for intercultural education and well-structured training programs to properly manage culturally diverse environments.

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Section: Discussionsupporting

confidence: 88%

A needs assessment study on refugees’ inclusion through physical education and sport. Are we ready for this challenge?

Papageorgiou

Digelidis

Syrmpas

et al. 2021

Physical Culture and Sport. Studies and Research

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“…In 'Delphi investigation of strategies to develop cultural competence in physical education teacher education', Wyant et al (2020) examine how physical education teacher education programmes try to support the development of cultural competence amongst pre-service teachers. A series of strategies to promote cultural competence were negotiated between the study participants who were teacher educators from the United States and other countries: critical awareness/cultural knowledge, skills development (e.g.…”

Section: Developing and Assessing Intercultural Competence In Teacher...mentioning

confidence: 99%

Interculturality, Criticality and Reflexivity in Teacher Education

Dervin

2023

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Preparing teachers to work with and for diversity in their classrooms and beyond is an objective that seems to be globally accepted in pre-service and in-service teacher education. However, what diversity means, what it entails and how to engage with diverse individuals in educational contexts can take on multiple shapes in different parts of the world. This Element suggests that the multifaceted and polysemic notion of interculturality could be useful to unthink and rethink (ad infinitum) working with diverse people in education. The Element surveys the different meanings and ideologies attached to the notion, using a multilingual perspective to do so. Recent research published internationally on the topic and its companions such as multicultural is also reviewed. The main addition to the field is a critical and reflexive perspective which is proposed for teacher educators, (students) teachers and researchers. The proposal draws from Dervin's most up-to-date theoretical and pedagogical work.

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“…En virtud de lo anterior, diferentes autores (Flores, Prat & Soler, 2014;Grimminger, 2011;Polat & Ogay, 2014;Tomé, Herrera & Lozano, 2019;Wyant, Tsuda & Yeats, 2020) han planteado la necesidad de contar con profesores de EF competentes en términos interculturales, con el fin de evitar escenarios como el antes descrito. En el fondo, si se pretende formar a ciudadanos con habilidades interculturales en las escuelas, sería ilógico que los propios docentes (llamados a liderar dicho proceso de enseñanza-aprendizaje) no sean competentes al respecto (Pastor, González, Cuevas & Gil, 2010).…”

Section: Inmigración Competencia Intercultural Y Efunclassified

“…Sin embargo, en ninguno de los documentos ministeriales antes mencionados se aborda el desafío de la formación docente para contextos de inmigración. Lo anterior es preocupante, más aún teniendo en consideración las características particulares del fenómeno migratorio en Chile y el volumen de evidencia que posiciona dicho tema como un aspecto fundamental (Denson, Ovenden, Wright, Paradies & Priest, 2017;Fernández & Aguilar, 2016;Grimminger-Seidensticker & Möhwald, 2017;Leseth & Engelrud, 2019;Lleixà & Nieva, 2020;Nielsen et al, 2019;Tomé et al, 2019;Wyant et al, 2019Wyant et al, , 2020. En el fondo, un docente sin las competencias para trabajar en contextos de inmigración puede condicionar negativamente los procesos de aprendizaje, dificultar la convivencia entre las distintas identidades culturales y tener problemas para visualizar las oportunidades pedagógicas que ofrece un aula culturalmente diversa (Flores et al, 2017;Maza & Sánchez, 2012).…”

Section: El Fenómeno Migratorio En Chile: Un Nuevo Escenario Para La Formación De Profesoresunclassified

Incorporar la competencia intercultural en la formación docente: examinando posibilidades para Educación Física en la macrozona sur de Chile (Incorporating intercultural competence in pre-service teacher education: examining possibilities for Physical Ed

Carter-Thuillier

López-Pastor

Gallardo-Fuentes

et al. 2022

Retos

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En Chile, el volumen de estudiantes extranjeros alcanzó cifras históricas durante la última década, instalando con ello nuevos desafíos para la formación de profesores. Especialmente en la macrozona sur del país, donde la inmigración ha supuesto el ingreso de nuevas identidades a un territorio históricamente marcado por la diversidad cultural (por la presencia del pueblo Mapuche, los procesos de colonización, etc.) transformando las escuelas en espacios aún más plurales y complejos. Considerando dicho escenario, parece lógico apostar por la formación de especialistas en Educación Física (EF) que tengan las competencias necesarias para trabajar en contextos de diversidad cultural con presencia migrante. Sin embargo, la evidencia sugiere que las universidades situadas en la macrozona sur de Chile no incorporan la “competencia intercultural” en los itinerarios formativos del futuro profesorado de EF; hecho que supone una inconsistencia, frente a las características históricas de dicho territorio y los cambios educativos que ha generado el fenómeno migratorio en ese contexto. En virtud de lo antes expresado, el presente artículo tiene por objetivo examinar la posible incorporación de la competencia intercultural en la formación inicial del profesorado de EF que se desarrolla en las universidades de la macrozona sur de Chile. Para ello, se revisan diferentes antecedentes teóricos y empíricos, a partir de los cuales queda en evidencia la necesidad de avanzar hacia una formación docente que sea coherente con las características socioculturales del entorno y capaz de preparar especialistas comprometidos con el resguardo de la diversidad, la justicia social y la dignidad humana. Abstract. In Chile, the volume of foreign students has reached historic levels over the last decade, creating new challenges for teacher training. Especially in the southern macro-zone of the country, where immigration has brought new identities to a territory historically marked by cultural diversity (due to the presence of the Mapuche ethnicity, the processes of colonisation, etc.), transforming schools into even more plural and complex spaces. Considering this scenario, it seems logical to focus on the training of Physical Education (PE) specialists who have the necessary competences to work in contexts of cultural diversity with a migrant presence. However, the evidence suggests that the universities located in the southern macro-zone of Chile do not incorporate "intercultural competence" in the training itineraries of future PE teachers; a fact that is inconsistent, given the historical characteristics of this territory and the educational changes that the migratory phenomenon has generated in this context. In view of the above, the aim of this article is to examine the possible incorporation of intercultural competence in the initial training of PE teachers in universities in the southern macro-zone of Chile. To this end, different theoretical and empirical backgrounds are reviewed, from which the need to move towards a teacher training that is consistent with the socio-cultural characteristics of the environment and capable of preparing specialists committed to safeguarding diversity, social justice and human dignity becomes evident.

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Delphi investigation of strategies to develop cultural competence in physical education teacher education

Cited by 15 publications

References 20 publications

A needs assessment study on refugees’ inclusion through physical education and sport. Are we ready for this challenge?

A needs assessment study on refugees’ inclusion through physical education and sport. Are we ready for this challenge?

Interculturality, Criticality and Reflexivity in Teacher Education

Incorporar la competencia intercultural en la formación docente: examinando posibilidades para Educación Física en la macrozona sur de Chile (Incorporating intercultural competence in pre-service teacher education: examining possibilities for Physical Ed

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