The Methodology of Intercultural Competence Development on the Basis of a Cognitive Style-inclusive Approach

Soboleva, Aleksandra V.; Obdalova, Olga A.

doi:10.1016/j.sbspro.2014.10.128

Cited by 12 publications

(13 citation statements)

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“…There are, however, different opinions as to what the best methods of enhancing intercultural competence might be (Catalano, 2014;Soboleva, Obdalova, 2014). According to the researchers, the more varied conditions for students' integration into another culture are established, the better their intercultural competence is developed.…”

Section: Introductionmentioning

confidence: 99%

An Innovative Pedagogical Design of Intercultural Competence Development in Music Teacher Education

Lasauskienė¹

2018

Rural Environment. Education. Personality

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This is the second part of the longitudinal inquiry, which serves as basis revealing peculiarities of developing intercultural competence of prospective music teachers at university. The article discusses the results of the action research. The action research aimed to define and (practically) verify the strategies as well as methods of the (self-) development of intercultural competence. The aforementioned competence is particularly significant to prospective music teachers considering current changes in global society and perception of culture and educational environment. The long-term action research was conducted in the period of 2014-2017 and the sample of the research included 60 foreign Master's degree students, who chose studies at Lithuanian University of Educational Sciences (Music Education). The focus group discussion with participants in the process of education, music teacher educators, was used to analyse the research results. It showed that a highly significant role in development of intercultural competence is assigned to a higher education institution and internationalisation of a study programme. A targeted intercultural education is becoming a significant factor of intercultural competence improvement. The study confirmed that the strategies of the (self-) development of intercultural competence of prospective music teachers are efficient and successfully applicable in organising the (self-) development of intercultural competence of foreign students. The revealed educational preconditions make the basis for the development of intercultural competence of prospective music teachers. This study can be of interest to other researchers to further explore the possibilities of intercultural competence development at university.

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Section: Introductionmentioning

confidence: 99%

An Innovative Pedagogical Design of Intercultural Competence Development in Music Teacher Education

Lasauskienė¹

2018

Rural Environment. Education. Personality

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“…Likewise, Soboleva and Obdalova (2014) argue that the development of intercultural communicative competence (ICC) is fundamental for individuals to acquire experience in solving communication problems arising from intercultural interaction. Still focused on communication, Dusi, Messetti and Steinbach (2014) analyze the competences necessary for the proper management of interaction among individuals in multicultural contexts, and Kim (1988) states the need for competent communication in interaction with a representative from another culture.…”

Section: Interactionmentioning

confidence: 99%

“…Thus, interaction is a key element in the IC development process (FISCHER, GONDIM, PEREIRA et al, 2009 PORZELT, 2012;SUCHANKOVA, 2014;SOBOLEVA and OBDALOVA, 2014;NAZARENKO, 2014;DUSI, MESSETTI and STEINBACH, 2014;DALIB, HARUN and YUSOFF, 2014). IC is necessary to manage interaction among people in a multicultural context (DUSI, MESSETTI and STEINBACH, 2014), there is a need to develop interpersonal relationship capacities (FISCHER, GONDIM, PEREIRA et al, 2009;BEHRND and PORZELT, 2012), through the understanding of the other (RODRIGUES and PINHEIRO, 2010), the will to interact with people from different cultures (YASHIMA, 2010) and the reciprocity of the contact (LOUGH, 2011).…”

Section: Interactionmentioning

confidence: 99%

“…Communication between culturally distinct individuals is treated as one of the difficulties encountered when working in an MCT (FERRARO, 2001;BUECO, 2010;SUCHANKOVA, 2014;DUSI, MESSETTI and STEINBACH, 2014;SOBOLEVA and OBDALOVA, 2014). In addition to language differences, cultural differences impact ideas, attitudes, assumptions, perceptions and ways of doing things, greatly increasing the chances of communication failure (FERRARO, 2001).…”

Section: Communicationmentioning

confidence: 99%

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Competência intercultural grupal: uma proposição de conceito

Schmidmeier

Takahashi

2018

Cad. EBAPE.BR

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Resumo O conceito de competência intercultural (CI) foi introduzido pelos pesquisadores para entender porque e como algumas pessoas, alguns grupos e algumas organizações prosperam em situações interculturais (LEUNG, ANG e TAN, 2014). A literatura sobre CI é ampla e permeada de muitos conceitos, porém, o foco predominante desses conceitos é cognitivo e comportamental, há escassez de estudos em nível grupal. Somado a essa constatação, existe um paradigma emergente mudando a ênfase da CI, inclusive a capacidade de trabalhar com sucesso em uma equipe diversificada e o desenvolvimento de relacionamento subsequente, caracterizando uma abordagem relacional. Com o objetivo de propor um conceito para a competência intercultural grupal (CIG), inexistente na literatura sobre o tema, surgiu a necessidade de um aprofundamento na literatura de CI individual e de uma investigação de como seria possível trabalhar o conceito em nível grupal. Para isso, mostrou-se necessária uma categorização do campo, classificação de conceitos e análise de elementos e dimensões da CI, com base na literatura de competência de forma geral. Isso possibilitou a elaboração de um conceito para a CIG, abrindo uma perspectiva de construção social da realidade (BERGER e LUCKMANN, 2003), onde a CI grupal pode ser mais bem compreendida a partir de uma perspectiva integradora que abarque as interações sociais. As dimensões que permaneceram no conceito de CI grupal foram: interação, eficácia, diferenças culturais, comunicação, aprendizagem e cultura negociada.

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“…-deep understanding of culture; -cultural self-awareness; -an ethno relative view. The innovativeness of teaching methods and techniques lies in an integrative approach which combines the cognitive style approach (see Soboleva & Obdalova, 2014) and Kolb's experiential learning (1984). The latter proved extremely effective in the context of intercultural preparation of mobility students (Beaven & Golubeva, 2016;Cebron, Golubeva, & Osborne, 2015).…”

Section: University Of Pannonia: Intercultural Communication For Intementioning

confidence: 99%

Preparing Professionals for Working in Multicultural and Democratic Europe: Two Pedagogical Programs – Their Assessment and Collaborations

Golubeva

Guntersdorfer

2017

PED

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There has been continuous debate concerning policies and practices regarding intercultural education in the multicultural Europe and intercultural competence has become one of the crucial issues today. There is an urgent need to educate students about the limitations of using their own cultural frame to interpret and evaluate people belonging to a different cultural background. For quite long intercultural communication courses were typically offered for students in Education, International Relations, Business, and a like programs, while this subject was out of scope until the last few years in other disciplines. However, recent social and political changes are forcing program developers to work on a general intercultural preparation of professionals from all backgrounds. There is an educational need to focus on how to prepare interculturally competent students, to act in a drastically changing society as true global citizens, who have a motivation for civic engagement and contribute to their community. More than that, according to the new framework by the Council of Europe, there is a political need for the new generation of young people to get involved with the democratic society in an active way (Council of Europe, 2016). This paper presents two similar structures for a long-term intercultural program, where civic mindedness receives an important scope (Guntersdorfer and Golubeva, 2017). These programs can be offered to students from all disciplines in higher education. Both educational efforts aim to broaden knowledge of the meaning of culture by providing students with theories from linguistics, psychology, sociology, ethnology, and political science. Although pedagogical set-up slightly differ, there is a strong motivation for cooperation. The following article provides a description of the theoretical and pedagogical concepts of these two programs, draws on research plans and assessment methods, and lays down the groundwork for a collaboration.

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The Methodology of Intercultural Competence Development on the Basis of a Cognitive Style-inclusive Approach

Cited by 12 publications

References 3 publications

An Innovative Pedagogical Design of Intercultural Competence Development in Music Teacher Education

An Innovative Pedagogical Design of Intercultural Competence Development in Music Teacher Education

Competência intercultural grupal: uma proposição de conceito

Preparing Professionals for Working in Multicultural and Democratic Europe: Two Pedagogical Programs – Their Assessment and Collaborations

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