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Cited by 41Immigration and Intercultural EducationGlobal Education and MulticulturalismInternational Student and Expatriate Challenges

Teachers’ intercultural competence: A requirement or an option in a culturally diverse classroom?

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Álvarez Valdivia, Ibis Marlene, González Montoto, Iosbel·2018·International Journal of Inclusive Education
DOI 10.1080/13603116.2017.1377298
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Abstract

This paper reports an exploratory study of the development of intercultural competence (IC) in elementary school teachers in Catalonia, Spain, utilising mixed-method quantitative and qualitative assessments. Through enrolment in a teacher training activity, the starting point was the administration of the Intercultural development inventory (IDI) to assess IC. Later, a discussion group was held to reflect on the results of the evaluation and to discuss educational practices in the face of cultural diversity. The quantitative IDI findings indicated that, regardless of the presence of foreign origin students at schools, participant teachers overestimate their level of intercultural sensitivity; there is a tendency to emphasise similarities in all cultures, which can minimise significant cultural differences. Nevertheless, the teachers became interested in cultural diversity after considering their potentially controversial and problematic educational context. Beyond admitted limitations of this study, inherent to small-scale methodological approach, our practice-based reflective proposal highlights obstacles and potentialities for managing cultural diversity in the classroom. These findings support the conclusion that IC is distributed throughout members of a community rather than being strictly an individual attribute. At the same time, the study thus demonstrates a mixed-method training design as an effective means of developing and assessing IC.

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  • Five papers explicitly mentioned that resources were made available for PD either at the school level or school district level that supported the implementation.

    “five papers explicitly mentioned that resources were made available for PD either at the school level (e.g., Alvarez Valdivia & Gonz alez Montoto, 2018) or school district level (i.e., DeJaeghere & Cao, 2009;Hardin et al., 2010) that supported the implementation.”

    From Increasing teachers’ intercultural competences in teacher preparation programs and through professional development: A review (2021) · cites this paper as Alvarez Valdivia & Gonz alez Montoto, 2018

  • The interventions of Alvarez Valdivia and Gonzalez Montoto (2018) and DeJaeghere and Cao (2009) both used the IDI to collectively reflect on the scores of the group as a whole.

    “the interventions of Alvarez Valdivia and Gonz alez Montoto (2018) and DeJaeghere and Cao (2009) both used the IDI e an instrument that provides insight in someone's explicit and implicit attitudes towards diversity e to collectively reflect on the scores of the group as a whole.”

    From Increasing teachers’ intercultural competences in teacher preparation programs and through professional development: A review (2021) · cites this paper as Alvarez Valdivia and Gonzalez Montoto (2018)

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Authors
Álvarez Valdivia, I. M., & González Montoto, I.
Affiliations
Department of Basic, Evolutionary and Education Psychology, Universitat Autònoma de Barcelona, Cerdanyola del Vallès, Spain
ORCID
Álvarez Valdivia, Ibis Marlene
Venue
International Journal of Inclusive Education
Publisher
Informa UK Limited
Published
2017-09-14
Volume
22
Issue
5
Pages
510-526
ISSN
  • 1360-3116 (ISSN-L)
  • 1464-5173
DOI
10.1080/13603116.2017.1377298
OpenAlex
W2754205797
Cited by
41
References
21
Citations by year
2026: 1 · 2025: 10 · 2024: 5 · 2023: 6 · 2022: 2 · 2021: 10 · 2020: 2 · 2019: 4 · 2018: 1
FWCI
15.96
Type
journal article
Language
en
Open access
Licence
cc-by-nc
Locations
  • International Journal of Inclusive Education (publishedVersion)
  • Dipòsit Digital de Documents de la UAB (Universitat Autònoma de Barcelona) (submittedVersion, cc-by-nc)
Topics
  • Social Sciences › Cultural Studies › Immigration and Intercultural Education
  • Social Sciences › Education › Global Education and Multiculturalism
  • Social Sciences › Communication › International Student and Expatriate Challenges
Keywords
intercultural competence, primary school teachers, multicultural classrooms, teacher professional development, Intercultural Development Inventory, teacher reflection, foreign-born students, Catalonia

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