Adapting Teaching Practices and Enhancing Intercultural Competence: Student Teachers' Experiences in an International Exchange Program

Autor/in	Mai Phuc Thinh
Titel	Adapting Teaching Practices and Enhancing Intercultural Competence: Student Teachers' Experiences in an International Exchange Program
Quelle	In: Journal for Multicultural Education, 19 (2025) 1, S. 43-57Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2053-535X
DOI	10.1108/JME-06-2024-0077
Schlagwörter	Forschungsbericht; Cultural Pluralism; Interpersonal Competence; Teaching Methods; Student Teachers; Student Exchange Programs; Intercultural Communication; Foreign Countries; Secondary Education; Vietnamese; Indochinese; Student Teacher Attitudes; Cultural Awareness; Educational Strategies; Teaching Skills; Classroom Environment; Group Dynamics; Classroom Techniques; Thailand + Suchen Sie Ihr Suchwort? Kulturpluralismus; Interpersonale Kompetenz; Teaching method; Lehrmethode; Unterrichtsmethode; Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Schüleraustausch; Interkulturelle Kommunikation; Ausland; Sekundarbereich; Cultural identity; Kulturelle Identität; Lehrstrategie; Lehrbefähigung; Lehrkompetenz; Unterrichtsbefähigung; Klassenklima; Unterrichtsklima; Gruppendynamik; Klassenführung
Abstract	Purpose: This study aims to examine how participation in international exchange programs influences both the teaching practices and intercultural competence of student teachers. Focusing on the experiences of Vietnamese participants in Thailand, the study explores how these educators adapted their teaching methods in response to cross-cultural challenges and developed essential intercultural skills through immersion in a new educational environment. Design/methodology/approach: Using a qualitative case study approach, this research highlights the transformative experiences of 13 Vietnamese student teachers who participated in a three-week exchange program in Thailand. Data were gathered using semi-structured interviews and reflective journals to capture rich insights into how the exchange shaped their teaching practices and intercultural competence. Findings: The findings indicate that the program significantly impacted participants' teaching practices, as they adapted their instructional strategies to better meet the needs of diverse students and manage cross-cultural classroom dynamics. In addition, participants demonstrated growth in intercultural competence, developing greater empathy, flexibility and cultural sensitivity. These skills not only improved their teaching but also enabled them to engage more effectively with students from different cultural backgrounds. Originality/value: This study contributes to the understanding of how short-term international experiences can lead to both pedagogical transformations and the development of intercultural competence in a global educational context. It underscores the necessity of incorporating structured intercultural training within teacher education programs to better prepare educators for the complexities of teaching in culturally diverse settings. (As Provided).
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Begutachtung	Peer reviewed
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2025/3/08