Analysis of intercultural competencies in pre-service teacher education syllabus in Spain

IF 3.9 2区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Studies in Educational Evaluation Pub Date : 2025-12-01 Epub Date: 2025-10-25 DOI:10.1016/j.stueduc.2025.101524

Ángela Martín-Gutiérrez , Nelcy Yoly Valencia-Olivero , Daria Mottareale-Calvanese

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引用次数: 0

Abstract

Background

The proportion of immigrant pupils has been increasing in recent years and will continue to do so owing to the aging of the population and the increase in migration. This poses a challenge for teachers as there is little evidence of teacher training in Intercultural Competence (IC).

Aims

This study determined Spanish pre-service teachers’ perceptions about the training they received in IC and their interest in receiving it. It also analyses the presence of IC (knowledge, attitudes, and skills) in the objectives of the syllabi of the courses of the degrees that qualify for the teaching profession in Spain.

Methods

A validated survey was used to obtain teacher profiles and information on IC training. A rubric was designed to collect information on the objectives proposed by the subjects of the degrees that qualify future teachers in Spain. A total of 224 pre-service teachers were surveyed, and 185 university degrees qualified for the teaching profession were analysed. Specifically, 226 participants had syllabi.

Results

Pre-service teachers in Spain acknowledged that they did not feel interculturally competent. However, they were interested in the training. The analysis of the curricula (bachelor's and master's) confirmed areas of improvement in the knowledge, attitudes, and skills dimensions of IC.

Conclusion

This study reveals a gap in university education in Spain, which is unable to respond to the demands of an increasingly diverse society and prepare teachers to meet the challenges of intercultural classrooms.

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西班牙职前教师教育大纲中的跨文化能力分析

近年来，由于人口老龄化和移民的增加，移民学生的比例一直在增加，并将继续增加。这对教师提出了挑战，因为几乎没有证据表明教师接受过跨文化能力（IC）方面的培训。目的本研究确定了西班牙语职前教师对他们接受的IC培训的看法以及他们接受培训的兴趣。它还分析了IC（知识、态度和技能）在西班牙教学专业学位课程教学大纲目标中的存在。方法采用问卷调查法，对教师进行问卷调查。设计了一个标题，以收集有关西班牙未来教师资格学位科目所提出的目标的信息。共有224名职前教师接受了调查，并分析了185个符合教学专业资格的大学学位。具体来说，226名参与者有教学大纲。结果西班牙的学前教师承认他们没有跨文化能力。然而，他们对培训很感兴趣。对课程（学士和硕士）的分析证实了在知识、态度和技能方面的改进领域。结论本研究揭示了西班牙大学教育的差距，它无法应对日益多样化的社会的需求，也无法让教师准备好迎接跨文化课堂的挑战。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Studies in Educational Evaluation Multiple-

CiteScore

6.90

自引率

6.50%

发文量

审稿时长

62 days

期刊介绍： Studies in Educational Evaluation publishes original reports of evaluation studies. Four types of articles are published by the journal: (a) Empirical evaluation studies representing evaluation practice in educational systems around the world; (b) Theoretical reflections and empirical studies related to issues involved in the evaluation of educational programs, educational institutions, educational personnel and student assessment; (c) Articles summarizing the state-of-the-art concerning specific topics in evaluation in general or in a particular country or group of countries; (d) Book reviews and brief abstracts of evaluation studies.