Impact of short-term study abroad program: Inservice teachers' development of intercultural competence and pedagogical beliefs

He, Ye; Lundgren, Kristine; Pynes, Penelope

doi:10.1016/j.tate.2017.04.012

Cited by 100 publications

(78 citation statements)

References 48 publications

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“…It has been found in this research that the highest values appear in interaction enjoyment and interaction attentiveness, which means that teachers feel encouraged about interactions with other cultures and think that this interaction is useful. Although, as has been proven, just having an intercultural experience is not a guarantee of improvement in intercultural competence [48].…”

Section: Discussionmentioning

confidence: 99%

Analysis of Teachers’ Intercultural Sensitivity Levels in Multicultural Contexts

Robles

González

2019

Sustainability

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Societies comprise multiple cultures, meaning that different cultural perceptions exist and that intercultural sensitivity is seen as an indicator of successful intercultural relations. The aim of this research is to establish the intercultural sensitivity levels of teachers in two multicultural cities. The sample consists of 190 teachers in primary education in the autonomous cities of Ceuta and Melilla and 174 primary teachers of Malaga and Granada, which makes a total sample of 364 teachers. The scale used in this research is an abridged version of the Intercultural Sensitivity Scale: relational engagement, regard for cultural diversity, relational certainty, relational satisfaction, and relational carefulness. The scale has been validated on many occasions in the abridged and unabridged versions. The results show that teachers in Melilla and Ceuta show high levels of cultural sensitivity. There are significant differences depending on the variables analysed and depending on the context. Interaction enjoyment and interaction attentiveness have the highest levels for teachers in this research.

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Section: Discussionmentioning

confidence: 99%

Analysis of Teachers’ Intercultural Sensitivity Levels in Multicultural Contexts

Robles

González

2019

Sustainability

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“…(d) Collaborative and participatory: Favor the work with the different agents that make up the educational community, as well as include active participation in cooperative experiences. Teachers are trained in interculturality when they coexist with teachers from other cultures [18] and participate in international educational networks, favoring their own personal and professional development, cultural awareness, teaching methodologies, and the choice of curricular content [19,20]. Along these lines the formative proposals directed to the international mobility of the teaching staff have proliferated.…”

Section: Introductionmentioning

confidence: 99%

Teacher Training in Intercultural Education: Teacher Perceptions

et al. 2020

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Background: The aim of the present study was to evaluate teacher perceptions on the training received in intercultural education. Methods: The article presents a quantitative, non- experimental and ex-post-facto type of research; directed to inquire about the perceptions of the teachers of primary education in Andalusia (Spain) in relation to the intercultural training received. Based on the descriptive survey method, two questionnaires were administered to a sample composed of 320 students and 80 teachers. Results: The results show certain strengths of the training teacher programs in the field of interculturality (encouragement of reflection, participation and collaboration …), as well as weaknesses (decontextualization, inflexibility, primacy of theoretical learning, non-transversal character, etc.). Conclusions: Despite strengths, intercultural teacher training continues to be a challenge in Andalusia.

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“…In this situation, it is necessary to train the teaching staff for them to integrate the PLE into the everyday dynamic of their classroom, preparing them for the appropriate use of strategies and techniques [69,70]. With regard to this, He, Lundgren, and Pynes [36] consider that a good way to train teaching staff is through intercultural immersion programs. Presently, this is not carried out in the schools that were assessed, and this is mainly because the current education laws [26] do not reflect intercultural education in the curriculum, as it is not considered to be a priority for the teachers to be trained for this in these schools [71].…”

Section: Discussionmentioning

confidence: 99%

“…[33]. In short, intercultural competences are the ability to communicate effectively and appropriately in intercultural contexts [34], which will be influenced by the personal experiences of students [35,36].…”

Section: Present Learning Environmentsmentioning

confidence: 99%

Teachers’ Opinions on the Use of Personal Learning Environments for Intercultural Competence

2019

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Background: The aim of the present study was to evaluate teachers’ opinions on the use of Personal Learning Environments (PLE) for the development of students’ intercultural competences. Methods: This investigation carried out a thematic analysis of semi-structured interviews applied to a sample of n = 100 Compulsory Secondary Education teachers in Andalusia (Spain) with an average teaching experience of 13.13 years (SD = 6.63). The interview shows excellent content validity (Content Validity Index for the interview overall, S-CVI = 0.94). The concordant codes and sub-codes were established in the analysis with the participation of two researchers and an external expert. Then, the data was analyzed using NVivo software. Results: The results show the opinions of the teachers grouped into six separate codes: intercultural learning communities, learning improvement, intercultural development of the student, disinformation, inapplicability, and inappropriate use. Conclusions: In general, it is concluded that the teachers consider the benefits of using PLE in the development of students’ intercultural competences. Despite this, some opinions reveal a lack of training and motivation, or the lack of ability teachers have on the subject, as well as in their classrooms, with the result that the PLE is not applicable for intercultural education.

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Impact of short-term study abroad program: Inservice teachers' development of intercultural competence and pedagogical beliefs

Cited by 100 publications

References 48 publications

Analysis of Teachers’ Intercultural Sensitivity Levels in Multicultural Contexts

Analysis of Teachers’ Intercultural Sensitivity Levels in Multicultural Contexts

Teacher Training in Intercultural Education: Teacher Perceptions

Teachers’ Opinions on the Use of Personal Learning Environments for Intercultural Competence

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