Intercultural competence, a necessity in 21st century classrooms. Are teacher educators in Tanzania interculturally competent?

Autor/inn/en	Kavenuke, Patrick Severine; Kihwele, Grace Ezekiel
Titel	Intercultural competence, a necessity in 21st century classrooms. Are teacher educators in Tanzania interculturally competent? Paralleltitel: Medkulturna kompetenca, nujnost v ucilnicah 21. stoletja: ali so izobrazevalci uciteljev v Tanzaniji medkulturno kompetentni?
Quelle	In: CEPS journal, 15 (2025) 1, S. 201-224Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei (1); PDF als Volltext kostenfreie Datei (2); PDF als Volltext kostenfreie Datei (3) Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; Zeitschriftenaufsatz
ISSN	1855-9719; 2232-2647
DOI	10.25656/01:35099 10.26529/cepsj.1524
URN	urn:nbn:de:0111-pedocs-350993
Schlagwörter	Lehrer; Lehrerbildung; Interkulturelle Kompetenz; Internationalisierung; Empirische Untersuchung; Einflussfaktor; Tansania
Abstract	Recently, teacher educators have been required to possess strong academic credentials and intercultural competencies to teach successfully. The purpose of the present study is to investigate the extent to which teacher educators possess the skills of intercultural competence. Also, the study examines the factors that influence the intercultural competence of teacher educators. A sample of 300 teacher educators selected from two Tanzanian university colleges is used. The results indicate that teacher educators had higher mean scores in the dimensions of attitude, external outcomes, internal outcomes, and skills but significantly lower mean scores in the dimension of knowledge. Furthermore, factors such as living abroad, duration of staying abroad, level of education, academics' teaching experience, and the faculty from where the academics come are significantly related to at least one dimension of intercultural competence. For instance, academics' level of education is significantly related to the attitude, knowledge, and skills dimensions of intercultural competence. Therefore, the results have far-reaching implications for policy and future research. (DIPF/Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2026/3