Developing Intercultural Compete An Analysis of Course Work Reflections
Keywords:
Teacher Preparation, Diverse coursework, secondary education, COVID-19 restrictions, Individual capacityAbstract
Teacher preparation programs must provide diversity-focused coursework to preservice teachers to meet
the needs of an increasingly diverse student population in secondary education. The Intercultural
Development Inventory® evaluates intercultural competence as an individual’s capacity to appropriately
adapt to cultural differences and commonalities. Evaluation of intercultural competence development, as
assessed by the IDI®, guided this qualitative study. Document analysis of select participants’ written
reflections and IDI scores provided insight into the effectiveness of developing intercultural competence
in preservice agricultural education teachers. The research was framed in Deardorff’s (2006) process
model of intercultural competence, Bennett’s (1986) development model of intercultural sensitivity
(DMIS), and Hammer’s (2003) Intercultural Development Inventory (IDI). Intercultural competence is
credited with helping individuals navigate cultural differences and commonalities and can strengthen
teachers' impact when teaching diverse learners and establishing diverse and inclusive learning
environments. Findings indicated minimal intercultural competence development after completing
diversity-focused course components modified due to COVID-19 restraints. While minimal intercultural
competence development was concluded, preservice teachers did emphasize their plans, hopes, and
possibilities for future classrooms that were a result of changed perspectives and ideas from course
components.
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