One of the axes on which the Training Framework for Intercultural Education is based, which favors the development of higher order cognitive skills to manage one's own learning and challenge misinformation and stereotypes about culture, countries, and people, and thus it counters intolerance and oversimplified representations of the world. It also allows professionals to recognize acquired intercultural knowledge, intercultural knowledge in the process of acquisition, and knowledge not yet achieved; to select appropriate cognitive strategies to develop, promote, or improve such knowledge; and to plan, control, and direct mental processes towards the achievement of personal and professional objectives for the development of global and intercultural competence that allows the implementation of a global, intercultural, and interdisciplinary curriculum that promotes students to recognize the richness that their origins and cultures bring to their classrooms, communities, and the world, so that they can think and think as members of a global community.
Published in Chapter:
A Global Competence Approach to Teaching Development for Intercultural Education
Isabel María Gómez Barreto (Universidad de Castilla-La Mancha, Spain), Raquel Segura Fernández (Universidad de Castilla-La Mancha, Spain),
José Sánchez-Santamaría (Universidad de Castilla-La Mancha, Spain), and Carlos Montoya Fernández (Universidad de Castilla-La Mancha, Spain)
Copyright: © 2021
|Pages: 20
DOI: 10.4018/978-1-7998-7283-2.ch014
Abstract
The aim of this chapter is to show a training framework for intercultural education from the perspective of global competence for educational professionals in formal and non-formal settings. The theoretical background is education for critical intercultural citizenship in the framework of global competence and connectivism. The training framework is conceived through a community of professional practice models of intercultural education through web environments, social networks, and face-to-face workshops. The focus is on the critical and reflective practice and the perspective taking to explore beliefs about global and intercultural education, to become aware of the quality of interactions in educational contexts in cultural diversity, and to adopt didactic strategies for the implementation of a curriculum aimed at contributing to a global education that meets the needs and characteristics of the 21st century.