NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
PDF on ERIC Download full text
ERIC Number: EJ1149198
Record Type: Journal
Publication Date: 2016
Pages: 19
Abstractor: As Provided
ISSN: EISSN-2327-3585
Promoting Intercultural Competence in a Globalized Era: Pre-Service Teachers' Perceptions of Practices That Promote Intercultural Competency
Nganga, Lydiah
Journal of International Social Studies, v6 n1 p84-102 2016
The teaching force in the United States of America is still predominantly white and monolingual. Yet, the U.S. population is rapidly becoming culturally and ethnically diverse. As a result, white teachers have expressed doubt in their efficacy in teaching students whose cultures are different than theirs (Helfrich & Bean, 2011). The purpose of this study, therefore, was to identify and examine instructional practices that promote intercultural competencies effectively. Thus, after experiencing a variety of instructional approaches, the participants (n=92 pre-service teachers) responded to open-ended questions and reflections. Participants also took part in online threaded discussions. Among other findings, data showed that the use of children's literature with a global focus, along with participating in on-going threaded discussions and reflections, helped the participants most in acquiring essential intercultural competencies.
International Assembly of the National Council for the Social Studies. 8555 16th Street Suite 500, Silver Spring, MD 20910. Tel: 765-496-3029; Fax: 765-496-2210; Web site:
Publication Type: Journal Articles; Reports - Research; Tests/Questionnaires
Education Level: Higher Education; Postsecondary Education; Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Kenya; United States
Grant or Contract Numbers: N/A