This text emphasizes the importance of intercultural competence for teachers in the context of increasing cultural diversity, particularly in German secondary schools. It discusses the challenges posed by right-wing extremist teachers and instances of racism in classrooms. The concept of intercultural competence is defined as the ability to behave effectively based on intercultural knowledge, attitude, skills, and reflection. Developing intercultural competence is seen as crucial for teachers to create inclusive environments and address the needs of immigrant students. The text also provides guidance on developing intercultural competence, emphasizing critical self-reflection, awareness, and understanding of diverse cultures. The stages of adjustment for refugee students are highlighted, and the text concludes by discussing the Model of Intercultural Competence by Deardorff as a tool for teachers to enhance their intercultural skills.
Inhaltsverzeichnis (Table of Contents)
- Introduction
- What is Intercultural Competence?
- Developing Intercultural Competence
- Curriculum reference to Intercultural Competence
- Bennett-Model as an approach for teachers
- Assessing the Intercultural Competence of teachers
- Becoming a culturally responsive teacher
- Conclusion
Zielsetzung und Themenschwerpunkte (Objectives and Key Themes)
This text explores the crucial role of intercultural competence for teachers in a diverse and globalized world. It aims to understand why intercultural competence is a necessity for teachers, how it can be developed, and how it can be assessed. The text delves into the complexities of intercultural competence, analyzing its components and highlighting the importance of understanding and navigating cultural differences.
- The significance of intercultural competence for teachers in a diverse classroom setting
- Defining intercultural competence and its various components
- Strategies and approaches for developing intercultural competence in teachers
- The importance of critical reflection and awareness of cultural biases
- Methods for assessing the intercultural competence of teachers
Zusammenfassung der Kapitel (Chapter Summaries)
- Introduction: The introduction establishes the context by discussing the growing diversity in classrooms and the importance of addressing intercultural competence. It highlights the consequences of right-wing extremist sentiment in education, exemplified by the case of Nikolai Nerling, emphasizing the need for intercultural understanding. It concludes by posing key questions regarding the development and assessment of intercultural competence in teachers.
- What is Intercultural Competence?: This chapter defines intercultural competence and explores its multifaceted nature. It examines various terminologies associated with intercultural competence, citing experts such as Deardorff and Monash University. The chapter emphasizes the importance of awareness, knowledge, skills, and behavior in effectively navigating cultural differences.
- Developing Intercultural Competence: This chapter delves into strategies for developing intercultural competence among teachers. It highlights the importance of critical reflection, self-awareness, and cultural sensitivity. The chapter emphasizes the need to move beyond merely implementing cultural material in the curriculum and advocates for a deeper understanding of diverse student experiences.
Schlüsselwörter (Keywords)
Key concepts and themes explored in this text include intercultural competence, cultural diversity, globalization, teacher education, multicultural classrooms, cultural sensitivity, critical reflection, cultural biases, diversity awareness, and intercultural communication.
- Quote paper
- Anonym (Author), 2021, Why do teachers need to consider intercultural competence as a necessity in their profession?, Munich, GRIN Verlag, https://www.hausarbeiten.de/document/1431684
