Many studies have investigated the TPACK level of competence of teachers as part of their incidental online conferences, seminars, or study programs using the educational TPACK framework through a ...single perspective. However, limited attention has been given to the in-service EFL teachers' TPACK in CALL literature using a specific TPACK framework for EFL teaching involving teachers, students, and trainers in a single study. This mixed-method research explored a comprehensive perspective of in-service teachers' TPACK while attending two semesters of online professional training funded by the Ministry of Education of the Republic of Indonesia. A total of 120 senior high school EFL teachers, 360 students, and five EFL trainers with doctoral (PhD) degrees participated in the study. Quantitative and qualitative data showed divergence or convergence in the research outcomes. Quantitative findings indicated different perceptions among students, teachers and trainers regarding in-service teachers' CK, TPK, PCK, and TPACK level of competence. In addition, qualitative results claimed that familiarity with basic computer hardware, research in ELT, intercultural awareness, authentic language problem-solving, learners' engagement and adaptability to various cultural events and environments were required to foster forthcoming TPACK practices and support the language learning process of learners.
This study examined the intercultural competence and related characteristics of early childhood teachers. Significant positive correlations were found among attitudes, knowledge/awareness, and skills ...(sub-elements of intercultural competence); attitudes showed the highest score while skills showed the lowest score. Intercultural competence and its sub-elements were all slightly above average. There were differences in intercultural competency, attitude, perception, and knowledge according to teachers' educational levels. The multicultural experiences of teachers in Korea are significantly related to their intercultural competence and its sub-elements. These results suggest that we should continue developing training programs and learning communities wherein teachers can experience various cultures and nurture intercultural competency.
This research aims to examine how the exchangeists' perceptions about their abilities, knowledge and attitudes influence their awareness. In view of this, the theoretical methodological basis of ...Fantini (2007) is used, guided by his model of Intercultural Competence Assessment (ACI). To this end, the German and Spanish students who took part in an exchange program at the Federal University of Ceará (UFC) between 2008 and 2015 were chosen to measure their developed intercultural competences. It was obtained a sample of 159 foreign students, who exchanged in the UFC. For the treatment of the data, in addition to the descriptive and inferential statistics, the multivariate analysis of the data is used. Thus, the results show that Knowledge positively influences the students' awareness at the beginning and end of the exchange, while the Skills will negatively influence the awareness at the end of the exchange. The Attitudes component that at the beginning of the exchange influenced negatively the students' awareness at the end of the exchange began to influence positively.
Undergraduate research and international experiences are often described as high-impact educational practices beneficial for undergraduate student success and for supporting the development of ...science identity and intercultural competencies. While several studies have investigated the impact of undergraduate research on students from minoritized groups, fewer studies have focused on their engagement in global experiences, and fewer still have explored their engagement in international research experiences. Drawing on the theoretical frameworks of Science Identity, Social Cognitive Career Theory, and the Intercultural Competence Model, this present study explores the benefits of participating in an international research experience for minority undergraduate scientists. Using a qualitative case study methodology, we examined the evolution of students’ science identity, research competencies, and intercultural competence after engaging in a three-month international research opportunity in France and Belgium. We found that after participating in international research, minority undergraduate scientists had: 1) Increased confidence in their science identity and abilities; 2) Gained and strengthened skills necessary to be a successful researcher, 3) Recognized the influence of international exposure on their growth personally and professionally, 4) Expressed how monumental this research opportunity is for all minority students to experience. Our findings suggest substantial benefits from an international research experience on the development of minority undergraduate scientists.
The inclusion of intercultural communication and intercultural competence in English language education in Chinese Higher Education is now firmly established in the 'National Standards' (2020). In a ...post-project reflection, we explore the opportunities and challenges in co-constructing an interpretive (non-essentialist) approach to interculturality and the emergent pedagogic framework (theory, methodology, teaching materials) within a Chinese-European research project. While partners shared an enthusiasm to make the project successful, power relations, academic and professional expertise, and certain theoretical and methodological preferences challenged the co-construction of the framework. Thus, our reflections highlight tensions, challenges, and lessons learned which will inform future international collaborations.
This article discusses several terms that are relevant for the theme of intercultural competence – culture, interculturality and intercultural competence – and explains the methodological concept of ...intercultural competence as well as its leitmotifs and key functions. In addition it explores the significance of intercultural competence in schools and the related pedagogical tasks of competence development. It describes how communication of intercultural competence in schools and especially in instruction takes place, and to what degree the objectives of the Kultusministerkonferenz (conference of the German educational ministers, KMK), namely the development of intercultural competence as the comprehensive goal of schooling, is realized in the everyday life of schools. The necessity of transmitting intercultural competence in schools is also further questioned.
There is a gap between the preferences of immigrant patients and their experiences with intercultural communication. This study aims to explore the experiences and perspectives of long-stay ...immigrants on intercultural communication in encounters with primary care (PC) nurses. Participants were selected by purposive sampling at the Maresme Primary Care Center. A focus group and five in-depth interviews with long-stay immigrants from eight countries were carried out. Data collection was guided by a script previously validated by a group of experts. We conducted a qualitative analysis following Charmaz's approach, and data saturation was reached with 11 patients (one focus group and five interviews). Long-stay immigrants would like closer and more personalized communication exchanges with greater humanity, as well as polite and respectful manners as they perceive signs of an asymmetrical care relationship. Those who had negative communication experiences tried to justify some of the behaviors as a result of having free access to public health services. This is one of the few existing studies from the point of view of long-stay immigrants. Achieving effective intercultural communication requires a process of self-reflection, awareness-raising and commitment, both on a personal and institutional level, to eliminate the asymmetry in the nurse-patient relationship. Nurses should be trained in person-centered intercultural communication.
Currently, ethnic stereotypes are considered as phenomena that mediate the processes of intercultural perception, dialogue and interaction. This fact determines the relevance of it comprehensive ...interdisciplinary study by different sciences (sociology, political science, psychology, linguistics, etc.). In this article, ethnic stereotypes are analyzed, firstly, at the psychological level (types, functions, structure), and secondly, at the psycholinguistic and psychosemantic levels (from the point of view of the rationale for it diagnosis with using the semantic differential). The possibilities of the semantic differential for studying the content, consistency, direction and intensity of social stereotypes in general, as well as the method modifications for diagnosis ethnic stereotypes, are examined. The heuristic potential of semantic differential for diagnosing ethnic stereotypes as phenomena, on the one hand, reflecting various aspects of intercultural perception and dialogue, and, on the other hand, directly affecting the intercultural interaction, is shown on the example of empirical studies on ethnic stereotypes in the intercultural communication context. The results of ethnic stereotypes studies are of high practical importance for the development of programs for increase intercultural competence, which are in demand in various areas of modern society in the face of e globalization and the growth of intercultural contacts (education, business, tourism, etc.).
PurposeThis study offers insight on the impact of virtual team projects (VTPs) of varying types (global vs domestic teams, technology vs non-tech projects) on competency and anxiety outcomes during ...the COVID-19 pandemic.Design/methodology/approachPaired-sample t-tests and ANOVA tests were performed on student survey responses pre- and post-engagement of different VTPs.FindingsThe results demonstrated positive effects of VTPs on intercultural sensitivity (ISS), computer self-efficacy, perceived ease of use of online learning and COVID-19 anxiety. ISS (“interaction confidence”) improved more for students in the global vs. domestic teams and technology-related outcomes (CSE, PEU and computer anxiety) and ISS (“respect for cultural differences”) improved more for students that participated in tech projects, whereas COVID-19 anxiety lessened more for those that participated in non-tech projects.Originality/valueThe study expands understanding of the Technology Acceptance Model and provides insight into the ISS literature showing that VTPs could be a worthwhile pedagogical approach for improving student competencies and anxiety during times of academic disruption, but that project type can influence these changes.
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