A more Critical Approach to the Intercultural Competence: Teacher Beliefs, Practices, and Training

Yaprak Z., Özmen K. S.

INTERCHANGE, cilt.56, sa.1, ss.1-25, 2025 (SSCI, Scopus)

  • Yayın Türü: Makale / Tam Makale
  • Cilt numarası: 56 Sayı: 1
  • Basım Tarihi: 2025
  • Doi Numarası: 10.1007/s10780-025-09542-5
  • Dergi Adı: INTERCHANGE
  • Derginin Tarandığı İndeksler: Social Sciences Citation Index (SSCI), Scopus, IBZ Online, International Bibliography of Social Sciences, ATLA Religion Database, EBSCO Education Source, Education Abstracts, Educational research abstracts (ERA), ERIC (Education Resources Information Center), Linguistics & Language Behavior Abstracts
  • Sayfa Sayıları: ss.1-25
  • Gazi Üniversitesi Adresli: Evet

Özet

The focus of this research study is threefold: the exploration of language teaching objectives; and educators’ beliefs and teaching behaviors with respect to critical intercultural competence; and the investigation of the impact of Critical Intercultural Competence training. In order to increase the validity and reliability of the findings, the data were triangulated with multiple data collection tools. Based on the research findings, the study revealed that teacher beliefs showed quite a low congruence with real classroom practices. Additionally, the infusion of critical thinking skills into intercultural competence yielded positive changes in student teachers’ critical intercultural competence. These positive outcomes attained through this study indicated that the change in teacher education which advocated more intercultural approach to foreign language teaching could be possible with teachers who were ready to develop consciousness in cultural differences and pay effort in identification and appreciation of their students’ culture, point of views, and cultural experiences.