Professional development and intercultural competencies in the preparation of university teachers: A bibliographic review
Keywords:
Intercultural competencies, professional development, university education, university professorsAbstract
This article examines professional development efforts that seek to improve the intercultural competencies of univer- sity teachers, both in-service and in training, working in the field of university education. It focuses on assessing the impact of the broader context and the use of reflection and enactment as enablers of change in this specific context. Both in-service and pre-service professional development interventions at the university level are analyzed. The importance of an embedded and con- textualized approach to professional development, where reflection is guided and enactment is encouraged, is highlighted as an effective way to improve the intercultural competencies of university professors. Despite the potential benefits of this approach, it is recognized that its implementation is still rare in the field of university education and the need to promote and support initiatives that encourage the development of intercultural competencies in the preparation of university teachers is highlighted.
Downloads
References
Alarcón Leiva, J., & Márquez Sánchez, J. J. (2019). Competencias docentes interculturales. Multiculturalidad y consecuencias para la inmigración. Estudios Pedagógicos (Valdivia), 45(2), 7–27. https://doi.org/10.4067/S0718-07052019000200007
Alcalá del Olmo, J. M. (2019). Identidad profesional y formación del docente universitario: Retos e incertidumbres. Márgenes, Revista de Educación de la Universidad de Málaga. https://doi.org/10.24310/mgnmar.v0i0.6201
Álvarez Valdivia, I. M., & González Montoto, I. (2018). Teachers’ intercultural competence: A requirement or an option in a culturally diverse classroom? International Journal of Inclusive Education, 22(5), 510–526. https://doi.org/10.1080/13603116.2017.1377298
Area, M., & Adell, J. (2021). Tecnologías Digitales y Cambio Educativo. Una Aproximación Crítica. REICE. Revista Iberoamericana sobre Calidad, Eficacia y Cambio en Educación, 19(4). https://doi.org/10.15366/reice2021.19.4.005
Batanero, J. M. F., Hernández Fernández, A., & Colmenero Ruiz, M. J. (2021). Immigrant Pupils and Intercultural Teaching Competencies. Education and Urban Society, 53(2), 163–184. https://doi.org/10.1177/0013124520926264
Bhutto, G. M., Khoso, D. I., & Jhatial, D. A. A. (2016). ASSESSING THE IMPACT OF HIGHER EDUCATION COMMISSION’S TRAINING ON UNIVERSITY TEACHERS’ PERFORMANCE: CASE STUDY OF UNIVERSITY OF SINDH. 11.
Biasutti, M., Concina, E., & Frate, S. (2019). Social Sustainability and Professional Development: Assessing a Training Course on Intercultural Education for In-Service Teachers. Sustainability, 11(5), 1238. https://doi.org/10.3390/su11051238
Bradshaw, C. P., Pas, E. T., Bottiani, J. H., Debnam, K. J., Reinke, W. M., Herman, K. C., & Rosenberg, M. S. (2018a). Promoting Cultural Responsivity and Student Engagement Through Double Check Coaching of Classroom Teachers: An Efficacy Study. School Psychology Review, 47(2), 118–134. https://doi.org/10.17105/SPR-2017-0119.V47-2
Buils, S., Arroyo-Ainsa, P., Sánchez-Tarazaga, L., & Esteve-Mon, F. M. (2023). COMPETENCIAS DOCENTES PARA EL DESARROLLO PROFESIONAL EN LA UNIVERSIDAD ACTUAL. Journal of Supranational Policies of Education (JOSPOE), 17. https://doi.org/10.15366/jospoe2023.17.005
Buils, S., Esteve-Mon, F. M., Sánchez-Tarazaga, L., & Arroyo-Ainsa, P. (2022). Análisis de la perspectiva digital en los marcos de competencias docentes en Educación Superior en España. RIED-Revista Iberoamericana de Educación a Distancia, 25(2). https://doi.org/10.5944/ried.25.2.32349
Buysse, V., Winton, P. J., & Rous, B. (2009). Reaching Consensus on a Definition of Professional Development for the Early Childhood Field. Topics in Early Childhood Special Education, 28(4), 235–243. https://doi.org/10.1177/0271121408328173
Castañeda, L., Esteve, F., & Adell, J. (2018). ¿Por qué es necesario repensar la competencia docente para el mundo digital? Revista de Educación a Distancia (RED), 56. https://doi.org/10.6018/red/56/6
Civitillo, S., Juang, L. P., & Schachner, M. K. (2018). Challenging beliefs about cultural diversity in education: A synthesis and critical review of trainings with pre-service teachers. Educational Research Review, 24, 67–83. https://doi.org/10.1016/j.edurev.2018.01.003
Clarà, M., Mauri, T., Colomina, R., & Onrubia, J. (2019). Supporting collaborative reflection in teacher education: A case study. European Journal of Teacher Education, 42(2), 175–191. https://doi.org/10.1080/02619768.2019.1576626
Denson, N., Ovenden, G., Wright, L., Paradies, Y., & Priest, N. (2017). The development and validation of intercultural understanding (ICU) instruments for teachers and students in primary and secondary schools. Intercultural Education, 28(3), 231–249. https://doi.org/10.1080/14675986.2017.1333346
Dewey, J. (1910). How we think. D C Heath. https://doi.org/10.1037/10903-000
Fakhrutdinova, A. V., Ziganshina, M. R., Mendelson, V. A., & Chumarova, L. G. (2020). Pedagogical Competence of the High School Teacher. International Journal of Higher Education, 9(8), 84. https://doi.org/10.5430/ijhe.v9n8p84
Figueredo-Canosa, V., Ortiz Jiménez, L., Sánchez Romero, C., & López Berlanga, M. C. (2020). Teacher Training in Intercultural Education: Teacher Perceptions. Education Sciences, 10(3), 81. https://doi.org/10.3390/educsci10030081
García Olalla, A. M., Villa Sánchez, A., Aláez, M., & Romero-Yesa, S. (2022). Aplicación y resultados de un sistema para evaluar la calidad de la docencia universitaria en una década de experimentación. Revista de Investigación Educativa, 40(1), 51–68. https://doi.org/10.6018/rie.401221
Gisbert Cervera, M., & Caena, F. (2022). Teachers’ digital competence for global teacher education. European Journal of Teacher Education, 45(4), 451–455. https://doi.org/10.1080/02619768.2022.2135855
Goodyear, P., Carvalho, L., Yeoman, P., Castañeda, L., & Adell, J. (2020). Una herramienta tangible para facilitar procesos de diseño y análisis didáctico: Traducción y adaptación transcultural del Toolkit ACAD. Pixel-Bit Revista de Medios y Educación, 60. https://doi.org/10.12795/pixelbit.84457
Gumanová, N., & Šukolová, D. (2022). Competences of University Teachers: Systematic Literature Review. Journal of Educational and Social Research, 12(2), 15. https://doi.org/10.36941/jesr-2022-0031
Holdway, J., & Hitchcock, C. H. (2018). Exploring ideological becoming in professional development for teachers of multilingual learners: Perspectives on translanguaging in the classroom. Teaching and Teacher Education, 75, 60–70. https://doi.org/10.1016/j.tate.2018.05.015
Hubbard, D. W. (2009). The failure of risk management: Why it’s broken and how to fix it. Wiley.
Iwai, Y. (2019). Culturally Responsive Teaching in a Global Era: Using the Genres of Multicultural Literature. The Educational Forum, 83(1), 13–27. https://doi.org/10.1080/00131725.2018.1508529
Ladson-Billings, G. (1995). Toward a Theory of Culturally Relevant Pedagogy. American Educational Research Journal, 32(3), 465–491. https://doi.org/10.3102/00028312032003465
Loaiza-Aguirre, M. I., & Andrade-Abarca, P. S. (2021). Análisis de programas de desarrollo profesional del profesorado universitario. Revista Virtual Universidad Católica del Norte, 63, 161–195. https://doi.org/10.35575/rvucn.n63a7
Medina Rivilla, A., Ruiz-Cabezas, A., Pérez Navío, E., & Medina Domínguez, M. C. (2019). Diagnóstico de un programa de formación de docentes en competencias para el primer año de universidad. Aula Abierta, 48(2), 239–250. https://doi.org/10.17811/rifie.48.2.2019.239-250
Merkt, M. (2017). The importance of academic teaching competence for the career development of university teachers: A comment from higher education pedagogy [Text/html]. GMS Journal for Medical Education; 34(4):Doc48. https://doi.org/10.3205/ZMA001125
Monroe, L., & Ruan, J. (2018). Increasing early childhood preservice teachers’ intercultural sensitivity through the ABCs. Journal of Early Childhood Teacher Education, 39(1), 1–15. https://doi.org/10.1080/10901027.2017.1389787
Parkhouse, H., Lu, C. Y., & Massaro, V. R. (2019). Multicultural Education Professional Development: A Review of the Literature. Review of Educational Research, 89(3), 416–458. https://doi.org/10.3102/0034654319840359
Podestá González, S. P., Álvarez Valdivia, I. M., & Morón Velasco, M. (2022). Formación docente en competencia intercultural ¿Cómo se desarrolla? Evidencias desde un Prácticum orientado a fomentarla. Psicoperspectivas. Individuo y Sociedad, 21(1). https://doi.org/10.5027/psicoperspectivas-Vol21-Issue1-fulltext-2543
Polat, N., Mahalingappa, L., Hughes, E., & Karayigit, C. (2019). Change in preservice teacher beliefs about inclusion, responsibility, and culturally responsive pedagogy for English learners. International Multilingual Research Journal, 13(4), 222–238. https://doi.org/10.1080/19313152.2019.1597607
Rodríguez Pech, J., & Alamilla Morejón, P. (2018). La complejidad del conocimiento profesional docente y la formación del conocimiento práctico del profesorado. Actualidades Investigativas en Educación, 18(2). https://doi.org/10.15517/aie.v18i2.33129
Romijn, B. R., Slot, P. L., Leseman, Paul. P. M., & Pagani, V. (2020). Teachers’ self-efficacy and intercultural classroom practices in diverse classroom contexts: A cross-national comparison. International Journal of Intercultural Relations, 79, 58–70. https://doi.org/10.1016/j.ijintrel.2020.08.001
Sanahuja, A., Benet Gil, A., & Nieto, R. (2020). Training on inclusion in higher education: Prepared to work within the inclusive model? (Formación sobre inclusión en la educación superior: ¿preparados para trabajar desde el modelo inclusivo?). Culture and Education, 32(1), 78–105. https://doi.org/10.1080/11356405.2019.1705595
Schachter, R. E. (2015). An Analytic Study of the Professional Development Research in Early Childhood Education. Early Education and Development, 26(8), 1057–1085. https://doi.org/10.1080/10409289.2015.1009335
Scherak, L., & Rieckmann, M. (2020). Developing ESD Competences in Higher Education Institutions—Staff Training at the University of Vechta. Sustainability, 12(24), 10336. https://doi.org/10.3390/su122410336
Siraj, I., Kingston, D., & Neilsen-Hewett, C. (2019). The Role of Professional Development in Improving Quality and Supporting Child Outcomes in Early Education and Care. Pacific Early Childhood Education Research Association, 13(2), 49–68. https://doi.org/10.17206/apjrece.2019.13.2.49
Slot, P., & Nata, G. (2019). D5.5 Integrative report: Professionals and organisations.
Spitzberg, B. H., & Changnon, G. (2009). Conceptualizing Intercultural Competence. En D. K. Deardorff, The SAGE Handbook of Intercultural Competence (pp. 2–52). SAGE Publications, Inc. https://doi.org/10.4135/9781071872987.n1
Tejada Fernández, J., & Ruiz Bueno, C. (2015). Evaluación de competencias profesionales en educación superior: Retos e implicaciones. Educación XX1, 19(1). https://doi.org/10.5944/educxx1.12175
Tonner-Saunders, S., & Shimi, J. (2021). Hands of the World intercultural project: Developing student teachers’ digital competences through contextualised learning. Pixel-Bit, Revista de Medios y Educación, 61, 7–35. https://doi.org/10.12795/pixelbit.88177
Villa Sánchez, A. (2020). Aprendizaje Basado en Competencias: Desarrollo e implantación en el ámbito universitario. REDU. Revista de Docencia Universitaria, 18(1), 19. https://doi.org/10.4995/redu.2020.13015
Whitaker, M. C., & Valtierra, K. M. (2018). Enhancing preservice teachers’ motivation to teach diverse learners. Teaching and Teacher Education, 73, 171–182. https://doi.org/10.1016/j.tate.2018.04.004
Wiggins, R. A., Follo, E. J., & Eberly, M. B. (2007). The impact of a field immersion program on pre-service teachers’ attitudes toward teaching in culturally diverse classrooms. Teaching and Teacher Education, 23(5), 653–663. https://doi.org/10.1016/j.tate.2007.02.007
Yoshikawa, H., Leyva, D., Snow, C. E., Treviño, E., Barata, M. C., Weiland, C., Gomez, C. J., Moreno, L., Rolla, A., D’Sa, N., & Arbour, M. C. (2015). Experimental impacts of a teacher professional development program in Chile on preschool classroom quality and child outcomes. Developmental Psychology, 51(3), 309–322. https://doi.org/10.1037/a0038785
Downloads
Published
Issue
Section
License
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
.jpg)
