Preparing Interculturally Competent Teachers: Lessons From Teachers Prepared at Home and Abroad

• In Event: 49.068 - Multicultural Multiethnic Education: Preparing Preservice Teachers

Abstract

This paper explores two distinct studies. The first explores in-service teachers’ perceptions of their intercultural competence through culturally relevant practices and how these relate to their teacher education programs (TEPs). The second study examines how a month-long international student teaching practicum in Mexico City shapes the development of intercultural competence among a group of pre-service teachers. The authors found that the path to develop intercultural competence was less important than the support provided to new teachers while undergoing this development. This means TEPs need to have clear program goals about intercultural competence, provide multi-semester support to new teachers as they develop it, and utilize deliberate reflective exercises to help teachers connect what they are learning to ideas about intercultural competence.

Authors

• Tracy Pelkowski, University of Pittsburgh

• Heather B. Cunningham, University of Pittsburgh