Intercultural Competence as a Component of the Teachers Competence Profile

Niculescu, Rodica Mariana; Bazgan, Marius

doi:10.18662/rrem/2017.0903.03

Cited by 3 publications

(3 citation statements)

References 1 publication

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“…As educators, they play a pivotal role in shaping the next generation of global citizens who will enter an increasingly interconnected and diverse workforce [26]. By modeling intercultural competence and creating inclusive learning environments, faculty and staff can help students develop the skills, attitudes, and behaviors necessary to navigate and thrive in a multicultural society [27]. This, in turn, contributes to the broader goals of promoting social cohesion, fostering innovation, and enhancing global competitiveness.…”

Section: Impact Of Icl-trained Faculty and Staff On Studentsmentioning

confidence: 99%

Transformative Pathways: Implementing Intercultural Competence Development in Higher Education Using Kotter’s Change Model

Kuffuor,

Aggrawal,

Jaiswal

et al. 2024

Education Sciences

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This study explores the efficacy of Kotter’s eight-step change model in fostering intercultural competence among faculty and staff within a large Midwestern public university. Recognizing the need for intercultural development in higher education, this research applies a structured change framework coupled with the Intercultural Development Inventory (IDI) assessment tool to guide the change process. The development of intercultural competence among faculty and staff is crucial for creating inclusive learning environments, as they play a pivotal role in modeling intercultural competence and fostering students’ skills necessary to navigate an increasingly diverse and interconnected world. This study employs an instrumental case study design, utilizing interviews, document analysis, and Intercultural Development Inventory (IDI) assessments to examine the change process over a three-year period. The findings demonstrate how each step of Kotter’s model was successfully adapted to drive organizational change and enhance intercultural competence among 639 faculty and staff members across 11 departments in the College of Agriculture. This study highlights the importance of creating a shared vision, empowering stakeholders, and anchoring changes in the institution’s culture and emphasizes the pivotal role of structured change management in achieving substantive improvements in intercultural learning environments. The insights and strategies presented can serve as a foundation for other higher education institutions seeking to implement similar initiatives and foster inclusive learning environments.

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Section: Impact Of Icl-trained Faculty and Staff On Studentsmentioning

confidence: 99%

Transformative Pathways: Implementing Intercultural Competence Development in Higher Education Using Kotter’s Change Model

Kuffuor,

Aggrawal,

Jaiswal

et al. 2024

Education Sciences

View full text Add to dashboard Cite

show abstract

“…Integrating IC and Intercultural Education (IE) into the curriculum does not mean that it is necessary to change the specific aims and contents of that curriculum but rather to reflect school policies in the hidden curriculum and in teaching strategies and resources (Niculescu & Bazgan, 2017). It additionally implies maximizing the curriculum to provide students with the changes required to better acquire the knowledge of the world and understand its diverse cultures (Alismail, 2016).…”

Section: Interculture Through Teachers' Strategies In Clil Primary Ed...mentioning

confidence: 99%

“…Integrar la competencia intercultural (CI) y la educación intercultural (EI) en el currículum no significa que sea necesario cambiar los objetivos y los contenidos de ese currículum sino que más bien implica reflejar las políticas del centro en el currículum y en las estrategias y recursos didácticos utilizados (Niculescu & Bazgan, 2017). También implica optimizar el currículum para ofrecer a los estudiantes los cambios necesarios para adquirir el conocimiento del mundo y comprender su diversidad cultural (Alismail, 2016).…”

Section: La Interculturalidad a Través De Las Estrategias Docentes En...unclassified

Bilingualism and interculture: what are teachers doing? (Bilingüismo e intercultura: ¿qué están haciendo los docentes?)

Gracia¹,

Rodríguez²,

Carpio³

2020

Culture and Education: Cultura y Educación

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One of the main aims of Content and Language Integrated Learning (CLIL) is to develop intercultural awareness and understanding among students. The objective of this study is to analyse whether CLIL primary education teachers implement the intercultural axis of CLIL in the strategies and resources they plan and use in their daily lessons, and which factors may influence this. An open-question questionnaire was used to carry out an in-depth analysis of the opinions of 59 CLIL primary education teachers working at schools in Córdoba (Spain). The results show that communicative and cooperative activities, along with those activities in which interaction is the focus, are those most frequently employed by CLIL teachers to enhance the intercultural axis. Information and Communication Technology (ICT) resources are those most frequently applied in order to promote intercultural awareness. Independent variables such as gender, subject taught, years of experience and the textbook used had a significant influence on how teachers plan and put their strategies and didactic resources into practice. The outcomes indicate the need to reinforce CLIL teacher training in this regard. RESUMEN

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Interculturally competent teachers: behavioural dimensions and the role of study abroad

et al. 2022

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Intercultural Competence as a Component of the Teachers Competence Profile

Cited by 3 publications

References 1 publication

Transformative Pathways: Implementing Intercultural Competence Development in Higher Education Using Kotter’s Change Model

Transformative Pathways: Implementing Intercultural Competence Development in Higher Education Using Kotter’s Change Model

Bilingualism and interculture: what are teachers doing? (Bilingüismo e intercultura: ¿qué están haciendo los docentes?)

Interculturally competent teachers: behavioural dimensions and the role of study abroad

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