Development of Intercultural Competence during Pedagogical Practice of Ukrainian Students in Vocational Schools in Slovakia

Open access

Abstract

Introduction: In the presented paper, the role of practical training in the formation of intercultural competencies is considered in terms of Dublin descriptors on the basis of educational intercultural practice.

Methods: For the purposes of the study, a multi-stage model of intercultural practice was developed. The method of comparative analysis showed the correspondence of the model to the main descriptors. The study is based on the results of intercultural practice of Ukrainian students in vocational schools in Slovakia.

Results: It has been shown that the four levels of practice in the form of short-term introductory intercultural practice, ethno-cultural educational practice, scientific and pedagogical communication practice abroad, as well as long-term intercultural training correspond to the Dublin competence descriptors in the form of knowledge, skills, communication, autonomy and responsibility.

Discussion: The results of the research show the directions in the formation of intercultural competencies of students. Close cultures such as the Ukrainian and the Slovak can be a launching pad for building deeper competencies. The pedagogical practice of Slovak and Ukrainian students develops the intercultural competencies of both the trainees and the students.

Limitations: The study was conducted in a limited number of educational institutions in Ukraine and Slovakia. It is expected to increase their number on the principles of reciprocity in order to develop intercultural competencies in the students of the two countries.

Conclusions: The model is practically implemented in the process of the teaching practice of Ukrainian students in selected schools in Slovakia. An increase in the level of intercultural competencies was observed both in the Ukrainian students and in the students of Slovak schools.

Andryukhina, L. M., & Fadeyeva, N. Y. (2016). Creative practices in developing intercultural communicative competence. Integration of Education, 20(3), 320-330.

Barreto, C. R., & Haydar, J. M. (2016). Pedagogical intercultural practice of teachers in virtual enviroments. Turkish Online Journal of Distance Education, 17(4), 190-202.

Buchanan, J. (2017) Understanding the other through international professional teaching experiences. International Education Journal, 16(4), 13-28.

Dimitrov, N., & Haque, A. (2016). Intercultural teaching competence: a multi-disciplinary model for instructor reflection. Intercultural Education, 27(5), 437-456.

Dobrovská, D., & Andres, P. (2016). Engineering pedagogy students attitudes on teaching quality. Acta Technologica Dubnicae, 6(1), 42-48. doi: 10.1515/atd-2016-0005

Dunlap, A., & Mapp, S. C. (2017) Effectively preparing students for international field placements through a pre-departure class. Social Work Education, 36(8), 893-904.

Golubeva, I., & Guntersdorfer, I. R. (2017). Preparing professionals for working in multicultural and democratic Europe: Two pedagogical programs – Their assessment and collaborations. Pedagogika, 128(4), 39-54.

He, Y., Lundgren, K., & Pynes, P. (2017). Impact of short-term study abroad program: In service teachers' development of intercultural competence and pedagogical beliefs. Teaching and Teacher Education, 66, 147-157.

Huang, L. (2017). Co-curricular activity-based intercultural competence development: students’ outcome of internationalisation at universities. Innovations in Education and Teaching International, 54(3), 184-193.

Kilgo, C. A., Ezell Sheets, J. K., & Pascarella, E. T. (2015). The link between high-impact practices and student learning: some longitudinal evidence. Higher Education, 69(4), 509-525.

Mody, M., Gordon, S., Lehto, X., & Adler, H. (2017). Study abroad and the development of college students’ travel venturesomeness. Tourism Management Perspectives, 24, 126-138.

Nascimbeni, F., Burgos, D., Aceto, S., Stefanelli, C., & Eldeib, A. (2018). Exploring intercultural learning through a blended course about open education practices across the Mediterranean. 2018 IEEE Global Engineering Education Conference (EDUCON) (pp. 291-294).

Sobre, M. S. (2017). Developing the critical intercultural class-space: theoretical implications and pragmatic applications of critical intercultural communication pedagogy. Intercultural Education, 28(1), 39-59.

Tamášová, V. (2015). Professional and career development of vocational subject teachers as a trend in the lifelong learning of teachers. Acta Technologica Dubnicae, 5(1), 1-20. doi: 10.1515/atd-2015-0029

Yarosh, M., Lukic, D., & Santibáñez-Gruber, R. (2018). Intercultural competence for students in international joint master programmes. International Journal of Intercultural Relations, 66, 52-72.

Journal Information

Metrics

All Time Past Year Past 30 Days
Abstract Views 0 0 0
Full Text Views 18 18 14
PDF Downloads 8 8 7