Intercultural Competence, Teaching, and Learning: Perspectives From International Teachers

• In Event: Educational Research in Global Contexts

Abstract

This study explored international teachers’ attitudes and beliefs of intercultural competence using Deardorff’s (2004) framework of defining and assessing intercultural competence. Nine classroom teachers, who are enrolled in a graduate, teacher licensure program designed for international teachers participated in the study. All participants were U.S. citizens with varying degrees of teaching experience. One semi-structured interview was conducted for each participant and the interviews were later transcribed, coded and analyzed. Salient themes emerged which focused on reasons for teaching internationally; critical experiences involved in developing intercultural competency; and, areas for continued development. The results bring attention to proactive measures that international educators, international schools and teacher preparation programs can consider for implementing a more intercultural approach to teaching and learning.

Authors

• Sydney A. Merz, George Mason University

• Beverly D Shaklee, George Mason University

• Zehra Habib, George Mason University