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University of Wuppertal
Fostering intercultural competence in teachers:
A multi-modal training concept
Dr. Tobias Ringeisen
Training Centre of the Federal Ministry of FinanceFederal University of Applied Sciences
FH des Bundes
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Table of contents
1. What was the starting point?
2. Project partners
3. Theoretical background
4. Development of the training concept
5. Methodological approach
6. Elements of the training
7. Evaluation
8. Conclusion
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What was the starting point?
• Multinational learning environments at German schools• Increasing rate of students with migration background• Globalization in education: degrees (bachelor / master) and
study subjects (e.g. intercultural communication, LMU, 1996)
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What was the starting point?
• Multinational learning environments at German schools• Increasing rate of students with migration background• Globalization in education: degrees (bachelor / master) and
study subjects (e.g. intercultural communication, LMU, 1996)
• Fostering intercultural learning in students• Intercultural learning as a part of secondary education
(European education ministers, 1996/2001; European council, 2003)
• LIFE concept (Bavarian Ministry of Education / BMW Group, 1997/2005)
• T-Kit Set „Intercultural learning“ (European council, 2000)
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What was the starting point?
• Multinational learning environments at German schools• Increasing rate of students with migration background• Globalization in education: degrees (bachelor / master) and
study subjects (e.g. intercultural communication, LMU, 1996)
• Fostering intercultural learning in students• Intercultural learning as a part of secondary education
(European education ministers, 1996/2001; European council, 2003)
• LIFE concept (Bavarian Ministry of Education / BMW Group, 1997/2005)
• T-Kit Set „Intercultural learning“ (European council, 2000)
• Need for intercultural competence in teachers• Insufficient skills for integrating foreign students• Lack of training concepts for practice and university education
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Project partners
Department for developmental and educational psychology
Department for general didactics
Department for educational counseling and adult education
Nominated for the BMW Award onIntercultural Learning 2005
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Table of contents
1. Starting point
2. Project partners
3. Theoretical background
4. Development of the training concept
5. Methodological approach
6. Elements of the training
7. Evaluation
8. Conclusion
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Dimensions of culture (Hofstede, 1980; 2005)
Uncertainty avoidance
Does a society feel threatened by unclear and open situations?As a response, are there a number of precise rules / regulations or not?
Acceptance of the fact that power is irregularly divided among individuals or hierarchies in an organisation (e.g., employers - employees)
Individualism / Collectivism
Competition and achievement (Rigid gender stereotypes) OR
Cooperation and social responsibility (Flexible gender roles)
Society: An open social frame with personal autonomy OR a narrowly defined social web with allocation of positions / roles for allSelf-definition: interests, hobbies, etc. OR status / role within a group
Power distance
Masculinity /Femininity
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Behaviour at school: cultural examples
High:- Learning environments are structured, responsibility and duties are clear- Students expect clear task assignment, definition of precise goals,
and non-ambiguous instructions on tasks and learning processes- Tendency to detailed planning / scheduling ahead of deadlines,
weighing up pros and cons, detailed conclusions from little data
Low:- Cooperative learning teams, flexible task assignment- Variable use of methods, open discussions about possible solutions- Process-oriented approach: Goals, roles and methods may be adapted
Uncertainty avoidance
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Uncertainty avoidance
Power distance
High:- Teachers are authorities, students accept unilateral dependency- Open criticism is disregarded, especially to “knowledge authorities”- Students show a tendency to follow rules without much questioning,
engage in avoidance / passive coping during confrontation
Low:- Teachers and students interact in an equal manner - Teachers value self-responsible work approaches by students- Students are encouraged to support learning outcomes by taking over
tasks, disclose own needs, and make contributions for improvement
Behaviour at school: cultural examples
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Uncertainty avoidance
Power distance
Masculinity /Femininity
High (equals high masculinity):- Competition and achievement orientation are central to school
environments; awards and marks are related solely to performance- Teachers = experts; pedagogical qualification is less important- Traditional roles: Men = professors, women = primary school teacher
Low (equals high femininity)- Team-oriented organisation with self-assertive & cooperative stundets- Life-long learning / training to keep up high functional working level,
individual stuff qualification programs to balance out weaknesses - Teacher qualities: social competence, empathy and integrative skills
Behaviour at school: cultural examples
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Uncertainty avoidance
Individualism / Collectivism
Power distance
Masculinity /Femininity
High (equals high individualism)- Promotion of self-directed learning, focus is on problem-solving
competence to find the most fitting solution for a challenge- Students are encouraged to choose a job mainly for interests, pursue
self-development and realization of individual goals
Low (equals high collectivism)- Students are encouraged to follow traditional problem solutions - Education = tool for societal advancement which defines one’s status
and increases prestige and proud of family- Within schools: Blend-in is required of students, no standing out
Behaviour at school: cultural examples
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Table of contents
1. Starting point
2. Project partners
3. Theoretical background
4. Development of the training concept
5. Methodological approach
6. Elements of the training
7. Evaluation
8. Conclusion
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Development of the training concept
MOBIS2004 Modular course on intercultural competence to
foster successful integration of foreign students (University of Wuppertal, Germany)
Roll-Out andevaluation
Adaptation tomultinational
learning setting
• Focus: intercultural interactions in education• Perspective of the teacher is central• Didactics: Learning, experiencing, trying out
2005
Conception and piloting
• Helpful for daily practice? Modification• Targets: psychology / education students
2006 • Pilot with teachers (training-on-the-job)• Application to teachers-in-training
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Methodological approach (cf. Kinast, 2003)
Emotions:How to adopt perspectives of others?
Cognition:How do cultural lenses impact on perception?
Behavior:Why do I act like this, but others differently?
3 major goals and complementary didactical methods
Intercultural competence
• Presentation• Exchange• Discussion
• Exercises• Self-analysis• Reflection
• Role play• Video example• Feedback
=> culture-nonspecific experience-based training
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Elements of the training (designed as a 2-day seminar )
Thematic block 1:Cultural influences in education settings
Thematic block 2:My own cultural identity as a teacher & trainer
Thematic block 3:Cultural differences in communication
Thematic block 4:Intercultural conflict management
Day 1 Day 2
• Facilitation by 2 interculturally experienced trainers
• If necessary, assistants for individual / small group exercises
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Elements of the training (designed as a 2-day seminar )
Thematic block 1:Cultural influences in education settings
Thematic block 2:My own cultural identity as a teacher & trainer
Thematic block 3:Cultural differences in communication
Thematic block 4:Intercultural conflict management
Day 1 Day 2
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Block 1: Culture in education settings
• Short presentation and discussion with participants• „What does intercultural competence mean (for you)? Why
are these competencies important in education settings?
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Block 1: Culture in education settings
• Short presentation and discussion with participants• „What does intercultural competence mean (for you)? Why
are these competencies important in education settings?
• Exercise 1: „Erasmus“• With guidance, participants reflect own intercultural
experience in education (positive / neutral / negative) • Self-exercise, selected outcomes presented to the group;
trainer identifies underlying key topics and problems
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Block 1: Culture in education settings
• Short presentation and discussion with participants• „What does intercultural competence mean (for you)? Why
are these competencies important in education settings?
• Exercise 1: „Erasmus“• With guidance, participants reflect own intercultural
experience in education (positive / neutral / negative) • Self-exercise, selected outcomes presented to the group;
trainer identifies underlying key topics and problems
• Presentation and discussion: „culture-dependent values”• Which cultural dimensions differentiate societies?• In which ways do these values impact upon process of
thinking, feeling and acting in multinational settings?
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Elements of the training (designed as a 2-day seminar )
Thematic block 1:Cultural influences in education settings
Thematic block 2:My own cultural identity as a teacher & trainer
Thematic block 3:Cultural differences in communication
Thematic block 4:Intercultural conflict management
Day 1 Day 2
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Block 2: Cultural identity as a teacher
• Exercise 2: „ The ideal teacher”• In multinational teams, participants create a teacher profile
with ideal and unwanted characteristics (positive / negative) • Presentation to the group; trainer reflects cultural content of
profiles; aim: recognition of cultural dependency of profiles
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Block 2: Cultural identity as a teacher
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Block 2: Cultural identity as a teacher
• Exercise 2: „ The ideal teacher”• In multinational teams, participants create a teacher profile
with ideal and unwanted characteristics (positive / negative) • Presentation to the group; trainer reflects cultural content of
profiles; aim: recognition of cultural dependency of profiles
• Presentation and discussion: “Value-related teacher behavior”• My own intensity profile of the 4 core cultural values? In
which ways do the influence my behavior at school?
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Block 2: Cultural identity as a teacher
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Block 2: Cultural identity as a teacher
• Exercise 2: „ The ideal teacher”• In multinational teams, participants create a teacher profile
with ideal and unwanted characteristics (positive / negative) • Presentation to the group; trainer reflects cultural content of
profiles; aim: recognition of cultural dependency of profiles
• Presentation and discussion: “Value-related teacher behavior”• My own intensity profile of the 4 core cultural values? In
which ways do the influence my behavior at school?
• Exercise 3: „In class” (together with cultural experts)• Video examples with teacher-student-interaction are shown
(Examples from different countries, e.g. Turkey / Finland)• Aim: Identification of culture-specific patterns in cognition
and behavior, in relation to the 4 culture dimensions
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Block 2: Cultural identity as a teacher
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Elements of the training (designed as a 2-day seminar )
Thematic block 1:Cultural influences in education settings
Thematic block 2:My own cultural identity as a teacher & trainer
Thematic block 3:Cultural differences in communication
Thematic block 4:Intercultural conflict management
Day 1 Day 2
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Block 3: Intercultural communication
• Presentation and discussion: cultural communication patterns• Based on Schulz v. Thun: Is there culture-dependent use of
the 4 levels? Collection of examples in learning settings
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Block 3: Intercultural communication
• Presentation and discussion: cultural communication patterns• Based on Schulz v. Thun: Is there culture-dependent use of
the 4 levels? Collection of examples in learning settings
• Exercise 4: „Do we understand each other? “• In pairs, participants collect possible reactions to 3 typical
conflicts in learning settings; reflection with the group• Aim: Is successful behavior transculturally valid?
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Block 3: Interkulturelle Kommunikation
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Block 3: Intercultural communication
• Presentation and discussion: cultural communication patterns• Based on Schulz v. Thun: Is there culture-dependent use of
the 4 levels? Collection of examples in learning settings
• Exercise 4: „Do we understand each other? “• In pairs, participants collect possible reactions to 3 typical
conflicts in learning settings; reflection with the group• Aim: Is successful behavior transculturally valid?
• Exercise 5: Role play• Group chose 3 of these 3 conflicts; selected participants
engage in role play; rest serves as observers• Analysis of (successful) behaviors by means of the
observes, the players and the trainers (if desired taping)
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Block 3: Interkulturelle Kommunikation
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Elements of the training (designed as a 2-day seminar )
Thematic block 1:Cultural influences in education settings
Thematic block 2:My own cultural identity as a teacher & trainer
Thematic block 3:Cultural differences in communication
Thematic block 4:Intercultural conflict management
Day 1 Day 2
Aufbau des Trainings
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Block 4: Intercultural conflict management
• Presentation and discussion: „Managing intercultural conflicts “• Types of intercultural conflicts / Reasons for their upcoming;
approaches how to solve them: What can I do personally?
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Block 4: Interkulturelles Konfliktmanagement
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Block 4: Intercultural conflict management
• Presentation and discussion: „Managing intercultural conflicts “• Types of intercultural conflicts / Reasons for their upcoming;
approaches how to solve them: What can I do personally?• Exercise 6: role play – „Why don’t you respond?“
• Scene: 2 students with intercultural conflict; 2 teachers try tonegotiate and identify the sources (4 actors in role play)
• Trick behind: students are instructed only to respond only to teacher of same sex and if eye contact is initiated
• Reflection of role play: How did the exchange develop? How did we act? Aim: recognize options and limitaitions of own behavioral solutions (if desired, video taping)
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Block 4: Interkulturelles Konfliktmanagement
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Block 4: Intercultural conflict management
• Presentation and discussion: „Managing intercultural conflicts “• Types of intercultural conflicts / Reasons for their upcoming;
approaches how to solve them: What can I do personally?• Exercise 6: role play – „Why don’t you respond?“
• Scene: 2 students with intercultural conflict; 2 teachers try tonegotiate and identify the sources (4 actors in role play)
• Trick behind: students are instructed only to respond only to teacher of same sex and if eye contact is initiated
• Reflection of role play: How did the exchange develop? How did we act? Aim: recognize options and limitaitions of own behavioral solutions (if desired, video taping)
• Closing-up round• “Thermostat”; Feedback by means of small group reflection
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Table of contents
1. Starting point
2. Project partners
3. Theoretical background
4. Development of the training concept
5. Methodological approach
6. Elements of the training
7. Evaluation
8. Conclusion
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Evaluation design (Sample: teachers-in-training)
Control group
T104 / 2006
4-week schoolinternship
T205 / 2006
T310 / 2006
Training group
Training(2,5 days)
CG
TG Diary
CG
TG
Each withN = 30
T002 / 2006 Development of the Evaluation instrument (N=176)
Evaluation
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Contents of the evaluation
UV IKMD MF
Evaluation
Knowledge
Empathy
Behavior
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1
2
3
4
5
6
7
C G T G C G T G
UA PD
MF IC
Behavior change
Evaluation
T1 T2
PD: sign. Interaction of group and time, p < .001MF: sign. Interaction of group and time, p < .05IC: sign. Interaction of group and time, p < .05
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Table of contents
1. Starting point
2. Project partners
3. Theoretical background
4. Development of the training concept
5. Methodological approach
6. Elements of the training
7. Evaluation
8. Conclusion
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Conclusion
• Pilot training on intercultural competence for teachers• Contextspecific concept for professional education• Target groups: teachers, trainers, counselors• Possible adaptation to a country / context (e.g., job / school)
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Conclusion
• Pilot training on intercultural competence for teachers• Contextspecific concept for professional education• Target groups: teachers, trainers, counselors• Possible adaptation to a country / context (e.g., job / school)
• A multi-modal training approach for successful learning• Fosters competence in knowledge, empathy and behavior• Mixture of methods maximizes skill adoption (cf. Meyer, 2004)
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Conclusion
• Pilot training on intercultural competence for teachers• Contextspecific concept for professional education• Target groups: teachers, trainers, counselors• Possible adaptation to a country / context (e.g., job / school)
• A multi-modal training approach for successful learning• Fosters competence in knowledge, empathy and behavior• Mixture of methods maximizes skill adoption (cf. Meyer, 2004)
• Effectiveness and transfer into practice• Evaluation: suggests change in behavior by means of the
training, also implicit hints on increased knowledge• Empathietraining noch ausbaufähig; long term effects?