engleski

Teachers’ intercultural competence in education

Elvi PIRSL University of Pula Co-authors: Ana Kola & Andrea Matosevic Teachers´ Intercultural Competence in Education The topic of intercultural competence has become more and more important over the past years when globalisation and worldwide contact between companies, organizations and individuals require ability to communicate in a successful way. .e basic prerequisites of becoming sensitive and self-aware are understanding of behaviour and ways of thinking as well as an ability to express one´s own point of view in a transparent way with the purpose of being understood and respected by being flexible, clear and transparent, where this is possible and necessary. Intercultural competence is frequently mentioned as a required and desirable quality possessed by graduates (students), teachers, lecturers and others. In general terms, this refers to one`s ability to interact and communicate effectively with persons from other cultures and in culturally diverse settings. According to Bennett (1993), the current theory suggests that intercultural competence depends on the person´s capacity to construe cultural difference, i.e., to be able to perceive culture and make sense out of cultural data and events ; this “ intercultural sensitivity“ has distinctive and observable affective, behavioural and cognitive patterns that occur at different points along the developmental continuum. .e aim of this paper is to describe intercultural competence as developmental phenomenon and examine various cognitive, behavioural and affective aspects that characterize different levels of development as well as implications of the developmental perspective for intercultural teaching and learning within and across disciplines. (...)

Intercultural competence; intercultural sensitivity; The Bennett Developmental Model of Intercultural Sensitivity (DMIS)

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