This research aimed to find out the impacts of the “Communicating” Workshop on the dimensions of consciousness, ability, and sensitivity of the intercultural competences of the teaching staff of a ...professional academic area of a private university in Lima - 2018, in order to develop their intercultural competences contributing to teacher training, in such a way that the teaching to be developed for the student body achieves the educational quality objectives. The methodology was based on the positivist model, with a quantitative approach, of the applied type, with an experimental-quasi-experimental design. He used the survey technique and the questionnaire instrument. A non-probability sample made up of 40 university teachers was considered as a sample. Processing the information with the support of descriptive and inferential statistics in order to establish how the data does or does not meet the research objectives. The application of the aforementioned Workshop caused positive impacts on intercultural competences in the three dimensions studied, since the statistical results show that the differences in scores between pretest and posttest are significant, proving Jandt’s Theory (1995) in the sense that These competencies are learned and developed, including the intercultural sensitivity of the university teacher.
O objetivo da pesquisa foi descobrir o impacto da Oficina “Comunicando-nos” nas dimensões de consciência, habilidade e sensibilidade das competências interculturais de docentes de uma área acadêmica profissional de uma universidade privada de Lima - 2018, a fim de desenvolver suas competências interculturais, contribuindo a formação de professores, de forma que o ensino a ser desenvolvido para estudantes atinja os objetivos de qualidade educacional. A metodologia foi baseada no modelo positivista, com abordagem quantitativa, do tipo aplicado, com delineamento experimental quase-experimental. Foi utilizada a técnica de perguntas e o instrumento do questionário. Como amostra não probabilística participaram 40 professores universitários. As informações foram processadas com o apoio de estatística descritiva e inferencial, a fim de estabelecer como os dados atendem ou não aos objetivos da pesquisa. A aplicação da oficina mencionada causou impactos positivos nas competências interculturais nas três dimensões estudadas, uma vez que os resultados estatísticos mostram que as diferenças nas pontuações entre pré-teste e pós-teste são significativas, comprovando a Teoria de Jandt (1995) no sentido de que essas competências são aprendidas e desenvolvidas, incluindo a sensibilidade intercultural de professores universitário.
La investigación tuvo por objetivo, conocer el impacto del taller “Comunicándonos” sobre las dimensiones de conciencia, habilidad y sensibilidad de las competencias interculturales del personal docente de un área académica profesional de una universidad privada de Lima - 2018, con la finalidad de desarrollar sus competencias interculturales contribuyendo en la formación docente, de tal forma que la enseñanza a desarrollar para el estudiantado logre los objetivos de calidad educativa. La metodología estuvo basada en el modelo positivista, de enfoque cuantitativo, de tipo aplicada, de diseño experimental-cuasi experimental. Utilizó la técnica de la encuesta y el instrumento del cuestionario. Se consideró como muestra a una no probabilística conformada por 40 docentes de universidad. Se procesó la información con apoyo de la estadística descriptiva e inferencial, con el fin de establecer cómo los datos cumplen, o no, con los objetivos de la investigación. La aplicación del referido taller causó impactos positivos en las competencias interculturales en las tres dimensiones materia de estudio, ya que los resultados estadísticos muestran que las diferencias de puntajes entre pretest y postest son significativos, comprobándose la teoría de Jandt (1995), en el sentido de que estas competencias se aprenden y desarrollan, entre ellas la sensibilidad intercultural del personal docente universitario.
Positive diversity beliefs are known to increase the effectiveness of diverse groups in organizations and society. Early cross-cultural experiences might facilitate developing these diversity ...beliefs. This study examined the relationship between being a third-culture kid (TCK) and one’s diversity beliefs, and the possible mediation of this relationship by intercultural competences.
Data came from 1454 respondents, 17–19 years of age, who filled out the Intercultural Readiness Check (IRC) between 2011 and 2016 (49.1 % female, 50.9 % male). 65.0 % of the respondents had specified their nationality as Dutch, and 35.0 % had indicated a different nationality. 550 respondents (37.8 %) had spent one or more years abroad and were thus classified as TCKs. Their diversity beliefs were compared to 904 respondents (62.2 %) who had never lived abroad, and who therefore were classified as non-TCKs.
A mediated regression analysis showed that TCKs had higher positive diversity beliefs than non-TCKs, and that this relationship was mediated by the degree to which they had developed specific intercultural competences, being intercultural sensitivity and building commitment. These findings show that early cross-cultural life experiences help individuals to develop intercultural competences and positive diversity beliefs. Equipped with these competences and beliefs, TCKs can add value to organizations and society.
The present time of globalization, interdependence and multicultural societies has brought about both opportunities and crisis that concern all fields involved with social welfare, especially ...education (Portera, 2020, 2006). Within the school environment, there is a growing need for intercultural education and competences at the cognitive, emotional and relational levels, which will endow teachers and students with the abilities to operate in linguistically and culturally complex contexts (UNESCO, 2015; Portera, 2013; Deardorff, 2009). However, the concepts of ‘Intercultural Education’ and ‘Intercultural Competences’ are often misunderstood and require more precise definition. The authors review the scientific literature on the aforementioned concepts and then report the results of a study carried out by the Centre for Intercultural Study at the University of Verona (Italy) which examines how teachers who work in different types of schools define and apply the concept of ‘intercultural competences’ in their praxis. The study uses a qualitative research methodology that includes a process of ‘triangulation’. Specifically, a series of semi-structured interviews, focus groups and participant observations were conducted in order to explore teachers’ intercultural competences, especially through the analysis of critical incidents. After discussing the results, the authors outline impplications for teacher education and school praxis in intercultural perspective.
Intercultural competences are highly valued in international business (IB) as antecedents to building trust, whereas a lack of them and problems concerning cultural sensitivity have been identified ...as major reasons for failure. And yet, there is very little research on trust building and interaction on the level of the individual, particularly from the viewpoint of interaction dynamics and the individual's behavioral schemes. This paper approaches the rudiments that regulate individuals' behavior in dyadic IB encounters from a psychological perspective. It integrates Grawe's consistency theory from psychology into intercultural competence literature and analyzes interaction dynamics. As a result, it proposes a conceptual model introducing novel forces for behavior and motivation in IB encounters. The model comprises four forces that are based on the basic needs that regulate interaction towards proximity or avoidance behavior. Based on the model, we present propositions linking consistency, motivational schemes, and encounter outcomes.
•We examine international business encounter behavior and schemes from a psychological perspective.•We introduce a model on intercultural encounter dynamics and inherent regulating forces driving individual-level consistency.•High consistency level increases proximity behavior and thus facilitates trust creation and success.•Low consistency level increases avoidance behavior and facilitates failure as it does not facilitate trust creation.•Intercultural competences and learning assist in increasing consistency.
El presente artículo plantea el desarrollo de competencias interculturales, a través de la Educación Artística, para el fortalecimiento de capacidades y actitudes que tiendan a una mayor valoración y ...promoción de la diversidad cultural en la educación básica chilena. La UNESCO recomienda fomentar una educación basada en competencias interculturales transversales, mediante la experiencia estética y expresión artística, potenciando el diálogo, la reflexión, la sensibilidad y la empatía hacia la diversidad cultural, étnica y sexual que compone la sociedad actual. La visión de la UNESCO es relevante en países como Chile que presentan un sistema educativo con profundas desigualdades sociales y negativos índices de discriminación hacia la diversidad cultural, étnica y de minorías sexuales. Consideramos fundamental potenciar el rol que puede cumplir la Educación Artística para contrarrestar la desigualdad, discriminación y exclusión social desde una perspectiva crítica, divergente y creativa. Se proponen algunas recomendaciones sobre el uso de lenguajes artísticos basados en el arte contemporáneo para construir relaciones intergrupales más armónicas entre las y los estudiantes, fortaleciendo el diálogo, una sensibilización hacia la diversidad y una mayor empatía hacia la diferencia.
This article presents the results of the first phase of the project "Design, development and evaluation of an App to promote the development of Intercultural Competence and ICT Competence in teachers ...of Higher Education" that was carried out in the Department of Antioquia in Colombia. The main objective of the first phase of the study was to analyze the perceptions of higher education teachers about their Intercultural Competence "Culturally Appropriate Pedagogical Strategies" in Virtual Learning Environments. The study has a quantitative approach, with a descriptive and non-experimental design that allows observing and analyzing the phenomena of the study. To identify participants' perceptions, a survey was conducted in which 69 teachers from various educational institutions in the Department of Antioquia in Colombia participated voluntarily.
In the context of learning a second language, the passing on of cultural information as a means to further the development of intercultural competences is primarily viewed as being unidirectional—the ...“native‐speaking culture” passing on information to the language learning student. However, in EFL (English as a foreign language) environments, the most relatable cultural norms available to the learners tend to be those associated with their homeland—the place they presently reside. As such, teaching language learning students using a unidirectional cultural frame ignores the wealth of cultural knowledge that such language learners possess. Offering cultural exchanges between groups of different language learners is one way to facilitate cultural learning in a bidirectional manner. In this study, 11 university students, six Japanese and five Taiwanese, took part in a cultural exchange project using the videoconferencing application Zoom. Findings from the data suggest that such telecollaborative video activities are mutually beneficial for exchanging local cultural information. We conclude that such exchanges develop intercultural competences via increased verbosity, the application of polite language, and of the utmost importance, by building interpersonal relationships. For language teachers who ascribe to a belief in the value of intercultural exchanges, applications like Zoom open up avenues for student interactions that are real, meaningful, and culturally rich.
The Challenge
During challenging times, restrictions on movement close some opportunities but may open up other avenues of research with the help of telecollaborative tools. Could such tools be a global key for language learning students to further the development of their intercultural competences? In this small project, we used Zoom as a tool to connect Taiwanese and Japanese students in the hopes of fostering a mutually beneficial intercultural exchange. The study examines the students' telecollaborative discourses for clues as to how intercultural competences might develop when students are given the opportunity to share their own local cultural knowledge with one another.
Based on need for intercultural approach to cultural and linguistic diversity in primary school students, this article shows racist attitudes and discrimination against rural, Andean and Quechua ...context in culturally different social groups. This situation raises the following question: how do the intercultural competences of primary school teachers manifest themselves in urban context of Huaraz city, Peru? Methodology used is educational ethnography with interpretative, sociocritical and humanistic features, whose design and development are summarized in three moments: pre-configuration, configuration and reconfiguration of reality. Also, theoretical, and empirical methods such as the participant observation and the in-depth interview applied to teachers were used. Findings refer presence of rural students who speak Quechua in the school; shortcomings in the approach to intercultural diversity; and shortcomings in intercultural competences of urban teachers. Finally, we conclude there is a need to develop intercultural competences in teachers to ensure an education and intercultural society.
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