Intercultural Competence in Pre-Service Teacher Candidates

Authors

Joan Barnatt, Elon UniversityFollow
Lisa Andries D’Souza, Assumption CollegeFollow
Ann Marie Gleeson, Independent Scholar, Newton, MAFollow
Kara Mitchell Viesca, University of Nebraska - LincolnFollow
Jessica Wery, University of North Carolina, Chapel Hill

ORCID IDs

Joan Barnatt https://orcid.org/0000-0003-0275-6832

Jessica Wery https://orcid.org/0000-0002-7850-0852

Date of this Version

2020

Citation

Published in International Journal of Educational Reform 2020, Vol. 29(3), pp 211–235.

DOI:10.1177/1056787919896866

Comments

Copyright © 2019 Joan Barnatt, Lisa Andries D’Souza, Ann Marie Gleeson, Kara Mitchell Viesca, and Jessica Wery. Published by SAGE Publications. Used by permission.

Abstract

This mixed-method study utilizes survey and interview data reflecting teacher candidates’ beliefs about intercultural competence to identify areas of targeted support in teacher preparation. Intercultural competence is operationalized by performance on the Cultural Intelligence Survey (CQS) identifying relative areas of strength and weakness in four dimensions. Participants reported awareness of cultural differences and motivation to interact with those from other cultures, with less confidence in their knowledge base and ability to adapt behavior in intercultural interactions. Qualitative data provided explanatory support for understanding how program elements influenced intercultural competence along a developmental trajectory of learning.