Curriculum validation of intercultural competencies of student teachers at Farhangian University

Shahbazi, Shahram; Rahmani, Jahanbakhsh; Ghaderi, Mostafa; Esmaili, Reza

doi:10.22118/edc.2022.320591.1972

Document Type : Original Article

Authors

¹ PhD Student, Department of Curriculum planning, Isfahan (Khorasgan) Branch, Islamic Azad University, Isfahan, Iran

² Faculty member, Department of Educational Science, Isfahan (Khorasgan) Branch, Islamic Azad University, Isfahan, Iran

³ Faculty member, Department of Curriculum Planning, Allameh Tabatabai University, Tehran, Iran

⁴ Faculty member, Department of Communication Sciences, Isfahan (Khorasgan) Branch, Islamic Azad University, Isfahan, Iran

10.22118/edc.2022.320591.1972

Abstract

Introduction: The purpose of the research is to validate the curriculum of intercultural competencies of student teachers in Farhangian University.
Method: The current research is based on the application purpose, the method of descriptive-correlation data collection, and is specifically based on structural equation modeling (SEM). The current research is based on the application purpose, the method of descriptive-correlation data collection, and is specifically based on structural equation modeling (SEM).The statistical population of the study included 700 teachers in Lorestan province. According to Morgan's table, 248 people were selected as the research sample. Using a questionnaire in the form of 19 data were collected in this study. Research hypotheses were tested using smart.PLS software.
Findings: The results showed that 19 categories of intercultural psychological effects in education, creating a positive attitude towards other cultures, paying attention to intercultural education, paying attention to intercultural subcultures, recognizing cultural differences, and teachers' knowledge of the subject Intercultural, communication skills, mental communication skills, behavioral communication skills, the role of intercultural communication and interaction, the role of upstream intercultural documents, the role of intercultural in class tensions, the role of governance in between Cultural, the role of religion in intercultural, the role of school as a link between cultures, the role of teacher in intercultural, the role of intercultural education system, view of intercultural society, coordination in mental and behavioral skills, in the model of relationships Are meaningful.
Conclusion: By applying the curriculum of intercultural competencies of student teachers in Farhangian University, it is possible to help improve the strengths and skills of student teachers in the subject areas.

Keywords

References

Aronson B, Laughter, J. (2016). The theory and practice of culturally relevant education: A synthesis of research across content areas. Review of Educational Research, Vol. 86, NO. 1, Pp.163e206. Aronson B, Laughter, J. (2016). The theory and practice of culturally relevant education: A synthesis of research across content areas. Review of Educational Research, Vol. 86, NO. 1, Pp.163e206. https://doi.org/10.3102/0034654315582066

Asante M K, Miike Y, Yin J. (2014). Introduction. New directions in intercultural communication research. In M. K. Asante, Y. Miike, & J. Yin (Eds.), the global intercultural communication reader (pp. 1–14). New York, NY: Routledge. [Google Scholar]

Azizi Shamami M. (2018), Study of teachers' professional competencies as one of the functions of educational leadership, Third National Conference on New Approaches in Education and Research, Mahmoudabad. [in persian].

Bennett M. (1993). Towards ethnorelativism: A developmental model of intercultural sensitivity. In R. M. Paige (Ed.), Education for the intercultural experience Yarmouth, ME: Intercultural Press.

Chen G M. (1997). A review of the concept of intercultural sensitivity. In Paper presented at the biennial convention of Pacific and Asian Communication Association, January 1997, Honolulu, Hawaii

Civil M, Kahn . H. (2001). Mathematics instruction developed from a garden theme. Teaching Children Mathematics, Vol. 7, NO. 7, Pp. 400e405.

Cronbach L J. (1951). Coefficient alpha and the internal structure of tests. Psychometrika, Vol. 16, NO. 2, Pp. 297-334

Fornell C. Larcker D. (1981). “Structural equation models with unobservable variables and measurement error”. Journal of Marketing Research, Vol. 18, No. 1, pp. 39-50.

Grossman D, Yuen C. (2006). Beyond the rhetoric: a study of the intercultural sensitivity of Hong Kong secondary school teachers. Pacific-Asian Education (PAE) Journal, Vol. 18, NO. 1, Pp.70–87

Hulland J, (1999). Use of partial least squares (PLS) in strategic Management research: A review of four recent studies. Strategic Management Journal, Vol. 20, NO. 2, Pp.Pp:195–204.

Kline R B. 2010. Principles and practice of structural equation modeling (3th ed). New York: Guilford Press.

Kolmogorov AN. (1933) Sulla determinazione empirica di una legge di distribuzione. Giornale dell’ Instituto Italiano degli Attuari Vol. 4, NO. 1, Pp.83–91

Kramsch C. (1998). Language and culture. Oxford: Oxford University Press.Google Scholar

Larry A. Samovar, Richard E Porter, Edwin R, mc. Daniel, Carolyn S. Roy. (2017). Communication between Cultures, Cengage Learning, p. 6

Mousavi Bazaz M, Zabihi Zazoli A, Karimi Munqi H. (2014). Intercultural competence, an unknown necessity in medical education: A review article, Iranian Journal of Medical Education, May 2014, Vol. 14, NO. 2, Pp.122 - 136. [In Persian].

Neupane R. (2014), Relationship between customer Satisfaction and business Performance, International Journal of Social Sciences and Management Vol. 1, NO. 2, Pp.74-85

Nunnally J. (1978). Psychometric theory. New York, NY: McGraw-Hill.

Sadeghi A. [Reviewing the National Curriculum of the I.R. of Iran Using a Multicultural Approach]. Journal o f Curriculum Studies. 2010; Vol. 5, NO. 18, Pp.190-250

Seidlhofer B. (2007). English as a lingua franca and communities of practice. In S. Volk-Birke and J. Lippert (Eds.), Anglistentag 2006 Halle Proceedings (pp. 307-318). Trier: Wissenschaftlicher Verlag.

Spitzberg B H, Changnon G. (2009). Conceptualizing intercultural competence. In D. K. Deardorff (Ed.), The SAGE handbook of intercultural competence (pp. 2-52). Thousand Oaks, CA: Sage

Suchodoletz A v, Faiza M. J, Ross A., et al.(2018). Personal and contextual factors associated with growth in preschool teachers' self-efficacy beliefs during a longitudinal professional development study, Teaching and Teacher Education, Vol. 75, NO. 2, Pp. 278-289

Yuen C Y. M. (2010). Dimensions of diversity: Challenges to secondary school teachers with implications for intercultural teacher education. Teaching and Teacher Education Vol. 26, NO. 1, Pp.732-741. https://doi.org/10.1016/j.tate.2009.10.009

Educational Development of Judishapur

Curriculum validation of intercultural competencies of student teachers at Farhangian University

References

References

Volume 13, Issue 0
November 2022
Pages 233-246

Curriculum validation of intercultural competencies of student teachers at Farhangian University

References

References

Volume 13, Issue 0November 2022Pages 233-246

Volume 13, Issue 0
November 2022
Pages 233-246