Defining intercultural competence: How four pre-service teachers developed a more complex understanding of ICC
This manuscript is one part of a larger exploratory collective case study of pre-service teachers who participated in a student teaching abroad program for one-month in Germany. The objective was to ascertain if and how pre-service teachers with no prior training in intercultural competence (ICC) de...
| Main Author: | |
|---|---|
| Format: | Article |
| Language: | English |
| Published: |
University of South Florida (USF) M3 Publishing
2023-03-01
|
| Series: | Journal of Global Education and Research |
| Subjects: | |
| Online Access: | https://digitalcommons.usf.edu/jger/vol7/iss1/1 |
| _version_ | 1797661605778948096 |
|---|---|
| author | Elizabeth Barrow |
| author_facet | Elizabeth Barrow |
| author_sort | Elizabeth Barrow |
| collection | DOAJ |
| description | This manuscript is one part of a larger exploratory collective case study of pre-service teachers who participated in a student teaching abroad program for one-month in Germany. The objective was to ascertain if and how pre-service teachers with no prior training in intercultural competence (ICC) developed both their understanding and conceptualization of ICC. Data was collected before, during, and after the experience via focus groups, individual interviews, journal entries, and program evaluations. Data was analyzed using a priori codes compiled from Bennett’s (2008) characteristics of affective, cognitive, and behavioral competencies of ICC. Findings from this study indicated that a short-term student teaching abroad program has the potential to influence teacher candidates understanding and conceptualization of the complexity of ICC if the program includes an opportunity and space to foster and support critical reflection. Additionally, this study provides one example of how study abroad programs can shift away from quantitative surveys to assess impact and, instead, focus on learner centered evidence collected in real time (Deardorff, 2015). |
| first_indexed | 2024-03-11T18:47:04Z |
| format | Article |
| id | doaj.art-ba6460a34a1b4d8d867e06d9a623f45a |
| institution | Directory Open Access Journal |
| issn | 2577-509X |
| language | English |
| last_indexed | 2024-03-11T18:47:04Z |
| publishDate | 2023-03-01 |
| publisher | University of South Florida (USF) M3 Publishing |
| record_format | Article |
| series | Journal of Global Education and Research |
| spelling | doaj.art-ba6460a34a1b4d8d867e06d9a623f45a2023-10-11T17:49:16ZengUniversity of South Florida (USF) M3 PublishingJournal of Global Education and Research2577-509X2023-03-017110.5038/2577-509X.7.1.1210Defining intercultural competence: How four pre-service teachers developed a more complex understanding of ICCElizabeth Barrow0Georgia Southern UniversityThis manuscript is one part of a larger exploratory collective case study of pre-service teachers who participated in a student teaching abroad program for one-month in Germany. The objective was to ascertain if and how pre-service teachers with no prior training in intercultural competence (ICC) developed both their understanding and conceptualization of ICC. Data was collected before, during, and after the experience via focus groups, individual interviews, journal entries, and program evaluations. Data was analyzed using a priori codes compiled from Bennett’s (2008) characteristics of affective, cognitive, and behavioral competencies of ICC. Findings from this study indicated that a short-term student teaching abroad program has the potential to influence teacher candidates understanding and conceptualization of the complexity of ICC if the program includes an opportunity and space to foster and support critical reflection. Additionally, this study provides one example of how study abroad programs can shift away from quantitative surveys to assess impact and, instead, focus on learner centered evidence collected in real time (Deardorff, 2015).https://digitalcommons.usf.edu/jger/vol7/iss1/1international educationteacher educationstudy abroadculture shockcollective case studyshort-term student teaching abroad |
| spellingShingle | Elizabeth Barrow Defining intercultural competence: How four pre-service teachers developed a more complex understanding of ICC Journal of Global Education and Research international education teacher education study abroad culture shock collective case study short-term student teaching abroad |
| title | Defining intercultural competence: How four pre-service teachers developed a more complex understanding of ICC |
| title_full | Defining intercultural competence: How four pre-service teachers developed a more complex understanding of ICC |
| title_fullStr | Defining intercultural competence: How four pre-service teachers developed a more complex understanding of ICC |
| title_full_unstemmed | Defining intercultural competence: How four pre-service teachers developed a more complex understanding of ICC |
| title_short | Defining intercultural competence: How four pre-service teachers developed a more complex understanding of ICC |
| title_sort | defining intercultural competence how four pre service teachers developed a more complex understanding of icc |
| topic | international education teacher education study abroad culture shock collective case study short-term student teaching abroad |
| url | https://digitalcommons.usf.edu/jger/vol7/iss1/1 |
| work_keys_str_mv | AT elizabethbarrow defininginterculturalcompetencehowfourpreserviceteachersdevelopedamorecomplexunderstandingoficc |