Teachers' intercultural competence

This paper reports an exploratory study of the development of intercultural competence (IC) in elementary school teachers in Catalonia, Spain, utilising mixed-method quantitative and qualitative assessments. Through enrolment in a teacher training activity, the starting point was the administration...

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Detalles Bibliográficos
Autores: Álvarez Valdivia, Ibis Marlene|||0000-0002-3250-3214, González Montoto, Iosbel
Tipo de recurso: artículo
Fecha de publicación:2018
País:España
Institución:Universitat Autònoma de Barcelona
Repositorio:Dipòsit Digital de Documents de la UAB
Idioma:inglés
OAI Identifier:oai:ddd.uab.cat:287025
Acceso en línea:https://ddd.uab.cat/record/287025
https://dx.doi.org/urn:doi:10.1080/13603116.2017.1377298
Access Level:acceso abierto
Palabra clave:Etnocentrisme
Intercultural competence
Elementary school teachers
Ethnocentrism
Inclusive education
Multicultural context
Context multicultural
Teacher training
Formació de professorat
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spelling Teachers' intercultural competencea requirement or an option in a culturally diverse classroom?Álvarez Valdivia, Ibis Marlene|||0000-0002-3250-3214González Montoto, IosbelEtnocentrismeIntercultural competenceElementary school teachersEthnocentrismInclusive educationMulticultural contextContext multiculturalTeacher trainingFormació de professoratThis paper reports an exploratory study of the development of intercultural competence (IC) in elementary school teachers in Catalonia, Spain, utilising mixed-method quantitative and qualitative assessments. Through enrolment in a teacher training activity, the starting point was the administration of the Intercultural development inventory (IDI) to assess IC. Later, a discussion group was held to reflect on the results of the evaluation and to discuss educational practices in the face of cultural diversity. The quantitative IDI findings indicated that, regardless of the presence of foreign origin students at schools, participant teachers overestimate their level of intercultural sensitivity; there is a tendency to emphasise similarities in all cultures, which can minimise significant cultural differences. Nevertheless, the teachers became interested in cultural diversity after considering their potentially controversial and problematic educational context. Beyond admitted limitations of this study, inherent to small-scale methodological approach, our practice-based reflective proposal highlights obstacles and potentialities for managing cultural diversity in the classroom. These findings support the conclusion that IC is distributed throughout members of a community rather than being strictly an individual attribute. At the same time, the study thus demonstrates a mixed-method training design as an effective means of developing and assessing IC. 22018-01-0120182018-01-01Articlehttp://purl.org/coar/resource_type/c_6501AMhttp://purl.org/coar/version/c_ab4af688f83e57aainfo:eu-repo/semantics/articleapplication/pdfhttps://ddd.uab.cat/record/287025https://dx.doi.org/urn:doi:10.1080/13603116.2017.1377298reponame:Dipòsit Digital de Documents de la UABinstname:Universitat Autònoma de BarcelonaInglésengopen accesshttp://purl.org/coar/access_right/c_abf2Aquest document està subjecte a una llicència d'ús Creative Commons. Es permet la reproducció total o parcial, la distribució, la comunicació pública de l'obra i la creació d'obres derivades, sempre que no sigui amb finalitats comercials, i sempre que es reconegui l'autoria de l'obra original.https://creativecommons.org/licenses/by-nc/4.0/info:eu-repo/semantics/openAccessoai:ddd.uab.cat:2870252026-06-06T12:50:31Z
dc.title.none.fl_str_mv Teachers' intercultural competence
a requirement or an option in a culturally diverse classroom?
title Teachers' intercultural competence
spellingShingle Teachers' intercultural competence
Álvarez Valdivia, Ibis Marlene|||0000-0002-3250-3214
Etnocentrisme
Intercultural competence
Elementary school teachers
Ethnocentrism
Inclusive education
Multicultural context
Context multicultural
Teacher training
Formació de professorat
title_short Teachers' intercultural competence
title_full Teachers' intercultural competence
title_fullStr Teachers' intercultural competence
title_full_unstemmed Teachers' intercultural competence
title_sort Teachers' intercultural competence
dc.creator.none.fl_str_mv Álvarez Valdivia, Ibis Marlene|||0000-0002-3250-3214
González Montoto, Iosbel
author Álvarez Valdivia, Ibis Marlene|||0000-0002-3250-3214
author_facet Álvarez Valdivia, Ibis Marlene|||0000-0002-3250-3214
González Montoto, Iosbel
author_role author
author2 González Montoto, Iosbel
author2_role author
dc.subject.none.fl_str_mv Etnocentrisme
Intercultural competence
Elementary school teachers
Ethnocentrism
Inclusive education
Multicultural context
Context multicultural
Teacher training
Formació de professorat
topic Etnocentrisme
Intercultural competence
Elementary school teachers
Ethnocentrism
Inclusive education
Multicultural context
Context multicultural
Teacher training
Formació de professorat
description This paper reports an exploratory study of the development of intercultural competence (IC) in elementary school teachers in Catalonia, Spain, utilising mixed-method quantitative and qualitative assessments. Through enrolment in a teacher training activity, the starting point was the administration of the Intercultural development inventory (IDI) to assess IC. Later, a discussion group was held to reflect on the results of the evaluation and to discuss educational practices in the face of cultural diversity. The quantitative IDI findings indicated that, regardless of the presence of foreign origin students at schools, participant teachers overestimate their level of intercultural sensitivity; there is a tendency to emphasise similarities in all cultures, which can minimise significant cultural differences. Nevertheless, the teachers became interested in cultural diversity after considering their potentially controversial and problematic educational context. Beyond admitted limitations of this study, inherent to small-scale methodological approach, our practice-based reflective proposal highlights obstacles and potentialities for managing cultural diversity in the classroom. These findings support the conclusion that IC is distributed throughout members of a community rather than being strictly an individual attribute. At the same time, the study thus demonstrates a mixed-method training design as an effective means of developing and assessing IC.
publishDate 2018
dc.date.none.fl_str_mv 2
2018-01-01
2018
2018-01-01
dc.type.none.fl_str_mv Article
http://purl.org/coar/resource_type/c_6501
AM
http://purl.org/coar/version/c_ab4af688f83e57aa
dc.type.openaire.fl_str_mv info:eu-repo/semantics/article
format article
dc.identifier.none.fl_str_mv https://ddd.uab.cat/record/287025
https://dx.doi.org/urn:doi:10.1080/13603116.2017.1377298
url https://ddd.uab.cat/record/287025
https://dx.doi.org/urn:doi:10.1080/13603116.2017.1377298
dc.language.none.fl_str_mv Inglés
eng
language_invalid_str_mv Inglés
language eng
dc.rights.none.fl_str_mv open access
http://purl.org/coar/access_right/c_abf2
https://creativecommons.org/licenses/by-nc/4.0/
dc.rights.openaire.fl_str_mv info:eu-repo/semantics/openAccess
rights_invalid_str_mv open access
http://purl.org/coar/access_right/c_abf2
https://creativecommons.org/licenses/by-nc/4.0/
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.source.none.fl_str_mv reponame:Dipòsit Digital de Documents de la UAB
instname:Universitat Autònoma de Barcelona
instname_str Universitat Autònoma de Barcelona
reponame_str Dipòsit Digital de Documents de la UAB
collection Dipòsit Digital de Documents de la UAB
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