Multiculturalism and globalization are common traits of western societies, and affect the way people interact and communicate. In such a context, this study comes to investigate teachers’ ...perceptions, practices and needs towards global and intercultural competences. This study was designed and implemented in order to shed light on major issues which are associated with the context of global competences as an umbrella term, which arose during the researchers’ participation at an Erasmus plus European project. The research took place at the region of Attica and thirteen teachers (N = 13) of reception classes—Zones of Educational Priority (ZEP)—participated in the interview. A qualitative case study followed, focusing on a specific geographic region, and the semi-structured interview tool was used. The findings of the research indicate that educators do not feel certain about the differences between global and intercultural competences. However, they consider that these competences are of great importance and they recognize the contribution of schools to their development. Regarding their practices, they mostly refer to the dialogue and discussion techniques, the role playing, and the project-based teaching. Finally, participants consider that they are not sufficiently prepared to teach global and intercultural competences. Thus, participation in relevant training programs is important.
Over the years, the importance of good relationships to carry out healthy teamwork in our diverse land has become evident in the world. Putting on the table the importance of having suitable ...intercultural skills for the realization of these. In this framework, the purpose of the study was to know the level of intercultural competences of graduate students from a private university in Lima, from a non-experimental quantitative approach with a simple descriptive scope. The population was 1000 students and the samples were made up of 296 master's students. The instrument was a questionnaire of intercultural competences. It was found as results that 36.0% have very adequate intercultural competences and the predominant dimension was intercultural sensitivity, presenting a very adequate level of 83.0% with a predominance of (Wald = 16.842) compared to the other Intercultural Awareness dimensions with (Wald = 9.654) and rejecting the general hypothesis that proposed the intercultural ability which obtained (Wald = 7.432). Concluding that, from this study, strategies should be generated that strengthen the development of intercultural competences with emphasis on its most lacking indicators in master students because they are primarily responsible for guiding the training of future professionals in all areas.
In the framework of the internationalisation of Higher Education (HE), this case study exposes the innovative concept of training intercultural peer tutors, and its implications. We will argue which ...skills are considered as specific intercultural peer tutoring competences and why these are important for the learning development in internationalised learning contexts. After a short description of the intercultural peer tutoring training at the European University Viadrina (EUV) and its theoretical basis, we will present the findings of a study accompanying the beginning phase of the training, which will demonstrate what kind of competences intercultural peer tutors develop in addition to those associated to classical peer tutoring. The paper will show that this specific training, focusing on intercultural peer tutoring, has a considerable impact on studentsââ¬â¢ own intercultural learning progress and also substantially prepares them to support the learning development of fellow international students.
The objective of the article is to analyze the intercultural competences of the students who practice the pedagogical careers of the Faculties of Education and Humanities and Sciences of the ...University of Tarapacá in the north of Chile. A mixed methodology was used where a survey was applied that sought to answer on the social and cultural attributes of the practitioner, the characteristics of the students within each of the classrooms, the sociocultural attributes of the establishments, the evaluation that the practitioners of their competences, as well as the balance that they themselves make of the intercultural training and the evaluation of the intercultural competences of the students in practice. What suggests a revision to the Initial Teacher Training from the institutional policy to account for a more relevant and relevant training to the context of diversity in our region of Arica and Parinacota. Practicing students, Intercultural competences, Initial Teacher Training, University of Tarapacá, North of Chile.
Introducción. Dada la pluralidad cultural, coexisten poblaciones con variadas concepciones de la salud y enfermedad y múltiples formas de entenderlas, donde las diferencias en el acceso a la salud se ...ven influenciadas por la poca capacidad del profesional de salud para atender poblaciones de diferentes culturas, siendo necesario la puesta en práctica de competencias interculturales. Objetivo. Determinar las competencias interculturales del profesional de salud serumista. Métodos. Se acometió un estudio observacional descriptivo, en una muestra de carácter no probabilístico de 48 profesionales de salud serumistas en 3 distritos de la Provincia de Puerto Inca, Región Huánuco, Perú. Información recabada empleando la técnica de la encuesta, y como instrumento el cuestionario, con diferentes opciones de respuestas previamente validado por juicio de expertos. Confiabilidad con el coeficiente alfa de Cronbach. Análisis de los datos con la estadística descriptiva, registrados en gráficos y tablas. procesados con el software estadístico SPSS 25. Resultados. No se desarrollan las competencias interculturales en los planes curriculares. Conclusiones. Los participantes del estudio consideraron que las asignaturas del plan curricular no propician el desarrollo de estas competencias interculturales; no se encuentran preparados para interactuar en estos contextos diferentes del que han sido formados.
In recent years, the reflection on intercultural education has focused on the importance of managing everyday situations in intercultural contexts. This focus is generally recognized as fundamental ...for the shift from the perspective of multiculturalism to a more interculturalist approach. An example of the interculturalist turn can be found in the EU document White Paper on Intercultural Dialogue 'Living Together As Equals in Dignity', which promotes the intercultural approach in education. In this article, referring to the later works by Michel de Certeau I will propose a theorization of the concept of everyday life, taken for granted as self-evident by the EU document and by most of the promoters of interculturalism. Furthermore, I will propose some possible deepening of it. Moreover, I will suggest that through the concept of everyday proposed by de Certeau it is possible to think of more creative ways to deal with cultural diversity.
In the article the following terms have been revised: competences, communicative competence, intercultural competence. The classification of some new competences required in glottodidactics has been ...suggested. In the presented model the intercultural competence has been included and its relationship with other competences has been described. The guidelines of Common European Framework of Reference for Languages have been discussed here. Educational application has shown how the new competences should be developed.
El presente artículo recoge el proceso de implementación del Teatro Social como metodología participativa para el desarrollo de competencias interculturales en el ámbito universitario. A su vez, ...presentamos los resultados de la evaluación llevada a cabo a través del cuestionario y del grupo de discusión, para determinar si se han alcanzado los objetivos propuestos. Los resultados nos muestran que el Teatro Social fomenta las competencias interculturales, desarrolla en el alumnado una actitud crítica ante las desigualdades sociales, favorece la empatía, la sensibilidad, la escucha activa, la comunicación verbal y no verbal, y a la vez crea conciencia social tanto en los/as actores/actrices como en los/as espectadores/as. Es importante llevar a cabo metodologías docentes que fomenten la creatividad y conviertan al alumnado en agentes de cambio, y el Teatro Social es una herramienta pedagógica que favorece la participación social a partir de experiencias vividas por el alumnado en primera persona. This article presents the process of implementing Social Theater as a participatory methodology for the development of intercultural competences in the University. We present the results of the evaluation carried out through the questionnaire and the discussion group, in order to determine if the proposed objectives have been achieved. The results show that Social Theater foment intercultural competences, develops in students a critical attitude to social inequalities, favors empathy, sensitivity, active listening, verbal and non-verbal communication, and at the same time creates social conscience in the actors and actresses as in the spectators. It is important to carry out teaching methodologies that foment creativity and convert students to agents of change, and Social Theater is a pedagogical tool that favors social participation based on experiences lived by students in first person.
The professional skills demanded of social workers by contemporary society must unavoidably include the capacity to apply knowledge, to know how to act and acquire the appropriate new competences for ...listening and taking care of people coming from different cultures. With regard to the training of future generations of social workers it must be remembered that they will have to deal with an increasingly globalized society and face the new demands placed upon the profession by the presence of a greater number of people migrating to Italy in increasingly greater numbers. Teaching experimentation carried out as part of the degree course in Social Work at the University of Palermo over the last ten years has already been moving in the direction of integrating, first of all, an awareness of the need for professional, trans-cultural knowledge and, consequently, also urgently planning and providing an improvement for the future generations of professionals. From this experience a teaching approach is being developed that consents the integration of an academic education with transcultural skills and achieve greater effectiveness precisely by paying more attention to the diversity of the lives of the subjects in the caring relationship. Training in intercultural skills may lead to two objectives: ensuring the quality of care for the migrant population, in terms of equal opportunities and non-discrimination; transmitting a sense of security to social workers in dealings with the migrant population, whilst reducing stress and limiting erroneous behaviour. The intercultural quality of social services, with the possibility of carrying out cross-cultural social work, will enhance services for migrants (e.g. assistance for social integration, protection of cultural specificities, prevention of violence and discrimination); it will also bring about the rejuvenation of indigenous communities, by reassuring its wary citizens and transforming the whole concept of citizenship, in the social rather than legal sense.
Las herramientas profesionales de los trabajadores sociales requeridas por la sociedad contemporánea deben inevitablemente incluir la capacidad de aplicar el conocimiento, de saber cómo actuar y de adquirir nuevas competencias apropiadas para escuchar y para atender a las personas provenientes de diferentes culturas. En relación con el entrenamiento a las futuras generaciones de trabajadores sociales, se debe recordar que tendrán que negociar con una sociedad cada vez más globalizada y afrontar las nuevas demandas hacia la profesión, por la presencia de un número de inmigrantes en Italia en cifras cada vez más altas. La experimentación didáctica llevada a cabo como parte del curso de grado en Trabajo Social de la Universidad de Palermo, en los últimos diez años, ya se ha estado movilizando hacia la integración, en primer lugar, de una conciencia de la necesidad del conocimiento profesional trans-cultural y consecuentemente, como urgentemente, de una planeación y provisión del mejoramiento para las futuras generaciones de profesionales. A partir de esta experiencia se ha estado desarrollando un modelo de enseñanza que permita la integración de una educación académica con las herramientas trasnsculturales y el logro de mayor eficacia, prestando precisamente mayor atención a la diversidad de las vidas de los sujetos en la relación de aiuda social. Entrenar en herramientas interculturales puede conducir a dos objetivos: asegurar la calidad de la atención a la población inmigrante, en términos de brindar igualdad de oportunidades y no-discriminación; transmitir un sentido de seguridad a los trabajadores sociales para generar acuerdos con la población inmigrante, mientras se reduce el estrés y los comportamientos erróneos limitantes. La calidad intercultural de los servicios sociales, con la posibilidad de llevar a cabo un trabajo social transcultural, mejorará los servicios para los inmigrantes (e.g. asistencia para la reintegración social, protección de las especificidades culturales, prevención de la violencia y de la discriminación); igualmente, traerá consigo el rejuvenecimiento de comunidades indígenas, tranquilizando a sus ciudadanos cautelosos y transformando el entero concepto de ciudadanía, en un sentido social más que legal.
More than 1,000 pupils with immigration experience are included in Slovenian classrooms each year. Recently, the Slovenian education system has also been faced with immigrants who have refugee ...experience, and consequently this issue is becoming more challenging in terms of the pedagogic discussion. In this paper, we explore some of the areas and present examples of practices implemented in different Slovenian schools. At the end of the paper, we rethink the necessity of providing a systematic and non-dispersive training program for teachers, and whether to otherwise involve them in teacher education programs.
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