The structure of teacher-specific intercultural competence: Empirical evidence on the 'Beliefs, Values, and Goals' dimension.

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Autor/Urheber	Leutwyler, Bruno; Petrovic, Daniela S; Jokic, Tijana
Titel	The structure of teacher-specific intercultural competence: Empirical evidence on the 'Beliefs, Values, and Goals' dimension.
Quelle	In: doi:10.2298/PSI171005020L; issn:0048-5705; doi:10.5281/zenodo.2559449; oai:zenodo.org:2559450; Psihologija 51(1) 107-126(2018) PDF als Volltext kostenfreie Datei
Sprache	englisch
Dokumenttyp	online; Zeitschriftenaufsatz
DOI	10.5281/zenodo.2559450
Schlagwörter	intercultural competencies; teacher education; intercultural education; assessment
Abstract	The aim of this contribution is to identify the elements that are integral parts of a teacher-specific intercultural competence construct. In this paper, we focus on those facets of the construct that are considered to be rather value-laden and affectively tinged. Following the widely used theoretical model of teachers' professional competencies developed by Baumert and Kunter (2013), we conceptually place these facets within the Beliefs, Values, & Goals dimension, and propose four core elements: (1) appreciation of cultural diversity; (2) ethno-relative worldview; (3) attitudes toward integration; and (4) identification with goals of intercultural education. In order to test the hypothesis that these four aspects represent one single overarching latent construct, we operationalized each with an appropriate scale and then scrutinized the instruments' internal consistency, and convergent and factorial validity. The results suggest that our four scales have good internal consistencies (Cronbach's alphas between .82 and .89), adhere to a one-factor structure (as demonstrated by Confirmatory Factor Analysis), and indicate one latent construct (RMSEA = 0.000; TLI = 1.004; CFI = 1.000; SRMR = .007). With these results, this paper presents a valid, contextually relevant new instrument to assess (pre-service) teachers' beliefs, values and goals regarding intercultural education and contributes to resolving theoretical, methodological, and practical issues of research on intercultural competencies. ; +repphzhbib2018F
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