Joan Barnatt https://orcid.org/0000-0003-0275-6832
Jessica Wery https://orcid.org/0000-0002-7850-0852
Date of this Version
Published in International Journal of Educational Reform 2020, Vol. 29(3), pp 211–235.
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.