Defining Intercultural Competence: How Four Pre-Service Teachers Developed a More Complex Understanding of ICC

Autor/in	Barrow, Elizabeth C.
Titel	Defining Intercultural Competence: How Four Pre-Service Teachers Developed a More Complex Understanding of ICC
Quelle	In: Journal of Global Education and Research, 7 (2023) 1, S.1-17, Artikel 1 (18 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2577-5081
Schlagwörter	Foreign Countries; Student Teaching; Student Teachers; Cultural Awareness; Study Abroad; Program Effectiveness; Cultural Differences; Refugees; Immigrants; Language Usage; Germany; United States + Suchen Sie Ihr Suchwort? Ausland; Teaching practice; Unterrichtspraxis; Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Cultural identity; Kulturelle Identität; Studies abroad; Auslandsstudium; Kultureller Unterschied; Flüchtling; Immigrant; Immigrantin; Immigranten; Sprachgebrauch; Deutschland; USA
Abstract	This manuscript is one part of a larger exploratory collective case study of pre-service teachers who participated in a student teaching abroad program for one-month in Germany. The objective was to ascertain if and how pre-service teachers with no prior training in intercultural competence (ICC) developed both their understanding and conceptualization of ICC. Data was collected before, during, and after the experience via focus groups, individual interviews, journal entries, and program evaluations. Data was analyzed using a priori codes compiled from Bennett's (2008) characteristics of affective, cognitive, and behavioral competencies of ICC. Findings from this study indicated that a short-term student teaching abroad program has the potential to influence teacher candidates understanding and conceptualization of the complexity of ICC if the program includes an opportunity and space to foster and support critical reflection. Additionally, this study provides one example of how study abroad programs can shift away from quantitative surveys to assess impact and, instead, focus on learner centered evidence collected in real time (Deardorff, 2015). (As Provided).
Anmerkungen	University of South Florida M3 Center. 8350 North Tamiami Trail, Sarasota, FL 34243. Tel: 941-359-4563; Fax: 610-500-5092; e-mail: info@jger.us; Web site: https://scholarcommons.usf.edu/jger/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2022/4/11