Intercultural Competence: Physical Education Teacher Education Recommendations

Wyant, James D.; Killick, Lara; Bowen, Kristi

doi:10.1080/00336297.2018.1542320

Cited by 9 publications

(8 citation statements)

References 40 publications

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“…This was obvious, especially, in the case study carried out Spain. In relation to the above, different authors ( Grimminger, 2011 ; Ko et al, 2015 ; Wyant et al, 2019 , 2020 ; Doidge et al, 2020 ; Siljamäki and Anttila, 2021 ) have raised the need to include intercultural competence in the training of PE teachers and Sport Coaches, because otherwise they might have initial problems in working in culturally diverse contexts and also difficulties in helping their students to acquire intercultural skills. Likewise, studies ( Carter-Thuillier et al, 2018 ; Pic et al, 2019 ; Puente-Maxera et al, 2020 ; Martín-Martínez et al, 2021 ; Lavega-Burgués et al, 2023 ; Moya-Higueras et al, 2023 ) related to TSG show that its use in the classroom represents an effective way of incorporating different cultures into the school, in addition to generating positive effects on different socioemotional and motor variables, however, the need for teachers who are sufficiently prepared in this area is also exposed for authors.…”

Section: Discussionmentioning

confidence: 99%

After-school sports programmes and social inclusion processes in culturally diverse contexts: Results of an international multicase study

et al. 2023

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This research aimed to understand the role of after-school sports programs in social inclusion processes in culturally diverse contexts through a multicase study within two locations. The first location was in Spain where immigrant and Spanish students were enrolled, and the other was in Chile with Mapuche-Huilliche students, immigrant and Chilean students. The implemented programs at both sites were similar in their educational focus on socio-educational values, and teaching models (hybridization of teaching games for understanding and cooperative learning) that enhance social inclusion. Using individual and group interviews with teachers, sports coordinators, parents, and students, a qualitative approach was used to identify the factors that facilitate or hinder the social inclusion processes. In addition, the researchers used qualitative observations of the programs over six months using “notes logbook” to record their impressions during the observation process. Results indicated that the implemented sports programs successfully facilitated social inclusion processes, enabling the development of interpersonal skills and relationships between students from different cultural backgrounds. The previous training and experiences of teachers in culturally diverse contexts, and incorporation of traditional sporting games from all cultures, seems to be an important facilitator factor for the inclusion potential of the implemented programs.

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Section: Discussionmentioning

confidence: 99%

After-school sports programmes and social inclusion processes in culturally diverse contexts: Results of an international multicase study

et al. 2023

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“…However, these ideological principles are far from being applied consistently, both in theory and in educational practice [72]. If in educational institutions, teachers are not able to consider, in a pedagogical and sociological sense, their intercultural practice and build a critical view of themselves, students in classrooms with cultural, ethnic, and religious diversity can see their intercultural competence affected [73].…”

Section: Discussionmentioning

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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“…No obstante, en dichos casos, los docentes requieren habitualmente de un período prolongado de adaptación y aprendizaje antes de adquirir aquellas habilidades, intervalo donde existe el ries-go de que esos profesionales no sean capaces de generar ambientes positivos para el desarrollo de la interculturalidad (Carter-Thuillier et al, 2018). Esta última situación, podría evitarse si las universidades entregaran una formación específica a sus egresados en dicha materia (Wyant et al, 2019).…”

Section: Competencia Intercultural Ef Y Contextos Migratorios: Una Breve Mirada Internacionalunclassified

“…A nivel universitario, diferentes estudios internacionales muestran como la incorporación de la competencia intercultural en la formación inicial del profesorado de EF impacta positivamente en: (a) la actitud de los futuros docentes hacia la diversidad cultural (Anttila et al, 2018;Ko et al, 2015;Silverman, 2017;Wyant et al, 2019); (b) formar profesores con una mayor sensibilización y empatía hacia las diferentes culturas (Lleixà & Nieva, 2020;Wyant et al, 2019); (c) la capacidad de los futuros docentes para actuar como agentes de integración (Anttila et al, 2018), (d) las habilidades de los futuros profesores para generar ambientes favorables a la interculturalidad, el multilingüismo y el desarrollo de las identidades (Carter-Thuillier et al, 2018;Cervantes & Clark, 2020;Wyant et al, 2019).…”

Section: Competencia Intercultural Ef Y Contextos Migratorios: Una Breve Mirada Internacionalunclassified

“…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

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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

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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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Intercultural Competence: Physical Education Teacher Education Recommendations

Cited by 9 publications

References 40 publications

After-school sports programmes and social inclusion processes in culturally diverse contexts: Results of an international multicase study

After-school sports programmes and social inclusion processes in culturally diverse contexts: Results of an international multicase study

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

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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