The theory and practice of developing intercultural competence with pre-service teachers on-campus and abroad

McBride, Amy E.; Bellamy, Davies E.; Knoester, Matthew

doi:10.1080/00405841.2020.1739957

Cited by 10 publications

(5 citation statements)

References 10 publications

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“…Two further studies from the United States discuss the impact of time spent abroad on pre-service teachers. Starting from the premises of critical multicultural education, McBride et al (2020) compare two versions of the same course, with one operating as a study abroad course in Trinidad and Tobago (southern Caribbean). The course is described as follows:…”

Section: Professional Development and Teaching Initiativesmentioning

confidence: 99%

Interculturality, Criticality and Reflexivity in Teacher Education

Dervin

2023

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Preparing teachers to work with and for diversity in their classrooms and beyond is an objective that seems to be globally accepted in pre-service and in-service teacher education. However, what diversity means, what it entails and how to engage with diverse individuals in educational contexts can take on multiple shapes in different parts of the world. This Element suggests that the multifaceted and polysemic notion of interculturality could be useful to unthink and rethink (ad infinitum) working with diverse people in education. The Element surveys the different meanings and ideologies attached to the notion, using a multilingual perspective to do so. Recent research published internationally on the topic and its companions such as multicultural is also reviewed. The main addition to the field is a critical and reflexive perspective which is proposed for teacher educators, (students) teachers and researchers. The proposal draws from Dervin's most up-to-date theoretical and pedagogical work.

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Section: Professional Development and Teaching Initiativesmentioning

confidence: 99%

Interculturality, Criticality and Reflexivity in Teacher Education

Dervin

2023

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“…The leadership concepts most applicable to this discussion are listed below (refer to Table 1): ; a theoretical framework that illustrates cultural intelligence along a continuum from most monocultural to the most global mindsets. Students take the Intercultural Development Inventory (IDI) to see where their cultural mindset falls along that continuum -from the more monocultural mindsets of denial and polarization to the most global perspective of adaptation (Hammer, 2012;McBride et al, 2020). CQ is defined by Van Dyne et al (2015) as "the capability to function effectively in culturally diverse settings" (p. 16).…”

Section: Leadership Skills and Knowledge Salient Within An Internationalmentioning

confidence: 99%

International Leadership Development Through Learner-Centered Instruction

Hill¹,

Hains²,

Hains³

2023

Journal of Leadership Education

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The ability to develop and employ competent leaders with a global understanding has and continues to be a major challenge facing today's universities and professional workforce. To effectively lead within today's globalized society, it is imperative that leadership skills and knowledge relevant to international contexts be included within the leadership development and educational process. Through conceptual discussion and specific examples, the authors will argue that utilizing learner-centered instruction techniques such as cultural experiences, learner-centered assignments, and international leadership immersion experiences are all important ways to disseminate important leadership skills and knowledge.

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“…With forming tolerance in a plural society, attempts to have cooperation with understanding commitment come from the responsive awareness towards the response to diversity issue, both at the individual and social level [3]. As a result, the wide responsibility commitment to promote social harmony should pay particular attention to applying the wisely acceptable manner with a free practice in their response [20]. Viewed as a simple manner such as maintaining mutual acceptance in the interaction across the multiracial society background, the extensive point of professional integrity would give significant value to sustaining the entire attempt on social interaction.…”

Section: Mutual Acceptance For Social Harmonymentioning

confidence: 99%

Understanding of Multicultural Sustainability through Mutual Acceptance: Voices from Intercultural Teachers’ Previous Early Education

2021

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The objective of this article was to examine multicultural sustainability with reference to appropriate manners suitable for creating an atmosphere of mutual acceptability. The focus was on previous early education among the intercultural teachers. The participants included ten teachers, five Muslims and five non-Muslim, with intercultural backgrounds, who were selected to be involved in this study. A structured interview was employed, and a thematic analysis was performed on the basis of the research findings. The findings revealed that there were several themes resulting from conducted interviews that were centered around understandings of multicultural sustainability based on learning experiences in previous early education. When evaluating the intercultural awareness of mutual acceptability within the context of a multicultural background, among the themes operating as key strategic elements for achieving multicultural sustainability through mutual acceptance were situational experience, mutual understanding, mutual trust, and awareness of mutual responsibility with a view to maintaining intercultural relations. This study contributes to the expansion of strategies employed by intercultural teachers in a modern context, with respect to a meaningful concern for acceptance in ensuring the achievement of multicultural adaptability.

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The theory and practice of developing intercultural competence with pre-service teachers on-campus and abroad

Cited by 10 publications

References 10 publications

Interculturality, Criticality and Reflexivity in Teacher Education

Interculturality, Criticality and Reflexivity in Teacher Education

International Leadership Development Through Learner-Centered Instruction

Understanding of Multicultural Sustainability through Mutual Acceptance: Voices from Intercultural Teachers’ Previous Early Education

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