From Global Competition to Intercultural Competence: What Teacher-Training Students with Cross-Cultural Teaching Experience Should be Learning

Sjøen, Martin M.

doi:10.1080/00313831.2021.1990121

Cited by 23 publications

(32 citation statements)

References 34 publications

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“…These results are in line with Senkbeil (2022) showing the underlying relationships between the motivational constructs and the development of ICT competence, in consequence, intercultural teacher training continues to be a challenge (Figueredo-Canosa et al, 2020). Some researchers (Fong, 2020;Sjøen, 2021;Zhu et al, 2019) demonstrate that cross-cultural practicums can facilitate intercultural learning in teacher education.…”

Section: Discussionsupporting

confidence: 67%

Prospective of Intercultural Teaching Competencies in Relation to Technology and Neuroeducation

Sánchez¹,

Fernández²,

Moreno³

2022

ONLINE J COMMUN MEDIA TECHNOL

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The objective of this research is to analyze the prospective of intercultural teaching competence in relation to technology and neuroeducation. The research design is nonexperimental, descriptive, explanatory and regression. The sample, by convenience, is formed by students from Spanish and foreign universities, in 605 participants. A Likert scale questionnaire, constructed ad hoc, was applied. The quantitative methodology was developed through automatic linear regression modeling and a decision tree. The most relevant results show that this prospective is possible, determining that it is necessary to promote inclusion and to know the different cultures in the classroom, since they are the reason why intercultural teaching competence will undoubtedly develop, on the other hand, if we want to promote intercultural teaching competence, we must adopt neuroeducation as a basis, being of great help to use technological teaching competences, which in turn must have a neuroeducational character.

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Section: Discussionsupporting

confidence: 67%

Prospective of Intercultural Teaching Competencies in Relation to Technology and Neuroeducation

Sánchez¹,

Fernández²,

Moreno³

2022

ONLINE J COMMUN MEDIA TECHNOL

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“…While international practica is considered by some to be the gold standard in this regard (Kopish, 2016). Sjøen (2021) showed that TCs over-estimate their own development of GC during international practica. These experiences can also lead to TCs developing greater ethnocentric stereotypes, particularly when the home countries and host countries of the TCs have broad cultural differences (Sjøen, 2021).…”

Section: Discussionmentioning

confidence: 99%

“…Sjøen (2021) showed that TCs over-estimate their own development of GC during international practica. These experiences can also lead to TCs developing greater ethnocentric stereotypes, particularly when the home countries and host countries of the TCs have broad cultural differences (Sjøen, 2021). The effects of international practica on GC are influenced by characteristics of the practica, for example its duration (Behrnd and Porzelt, 2012), and by characteristics of the TCs, such as their openness to learning about others (Leutwyler and Meierhans, 2016).…”

Section: Discussionmentioning

confidence: 99%

“…After conducting a Delphi study aimed at validation of a set of rubrics to measure TCGC, the lead researcher contacted the participants to request that they collect data in their home countries to validate the internal consistency and reliability of the three rubrics. Given that GC does not lend itself to easy assessment (Sjøen, 2021), the development and international validation of a valid and reliable set of rubrics to measure TCGC is important development in GC teacher education. The data reported here were collected in Manitoba, Canada as part of that larger study of the global competence of TCs from Portugal, Italy, Norway, Slovakia, France, Israel, Australia, United Kingdom, Germany, and United States.…”

Section: Contextmentioning

confidence: 99%

“…One of the most common ways for children to learn and develop these skills is through effective programming within their schools. Teachers are recognized as "changemakers" in our local and global communities (Rensink, 2020, p. 14), and teacher education programs therefore have the responsibility of responding to our increasingly complex world by ensuring teachers are ready to take on these roles (Sjøen, 2021). Our understanding of how to develop teacher candidates' capacity to foster global competence within their own future students, however, is still nascent.…”

Section: Introductionmentioning

confidence: 99%

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Global Competence in Canadian Teacher Candidates

Sokal

Parmigiani

2022

Front. Educ.

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The purpose of the study was to determine the global competence of 115 Canadian teacher candidates using a new measurement tool. Non-parametric tests indicated several differences in self-reported global competence within individual indicators across the three areas of Exploring, Engaging, and Acting with global competence. Two indicators showed that male teacher candidates reported higher levels of global competence than did females in the Exploring and Acting areas. Teacher candidates intending to teach in middle and senior high school reported higher levels in one indicator within the Acting area. Moreover, Canadian-born teacher candidates reported higher levels of Engaging and Acting than did non-Canadian-born students across six indicators total. While there were no differences across the three areas by age, results showed that higher levels of experience in their teacher education program were associated with greater global competence across all three areas as indicated by five indicators total, with three at the Acting stage. Implications for teacher education are discussed.

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An Investigation of the Long-Term Impact on Canadian and Chinese Pre-service Teachers from the Perspective of Cross-Cultural Reciprocal Learning: Survey of a Ten-Year Program

Xu,

Liu,

Zhang

et al. 2024

Intercultural Reciprocal Learning in Chinese and Western Education

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From Global Competition to Intercultural Competence: What Teacher-Training Students with Cross-Cultural Teaching Experience Should be Learning

Cited by 23 publications

References 34 publications

Prospective of Intercultural Teaching Competencies in Relation to Technology and Neuroeducation

Prospective of Intercultural Teaching Competencies in Relation to Technology and Neuroeducation

Global Competence in Canadian Teacher Candidates

An Investigation of the Long-Term Impact on Canadian and Chinese Pre-service Teachers from the Perspective of Cross-Cultural Reciprocal Learning: Survey of a Ten-Year Program

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