University of Wuppertal

Fostering intercultural competence in teachers:

A multi-modal training concept

Dr. Tobias Ringeisen

Training Centre of the Federal Ministry of FinanceFederal University of Applied Sciences

FH des Bundes

Table of contents

1. What was the starting point?

2. Project partners

3. Theoretical background

4. Development of the training concept

5. Methodological approach

6. Elements of the training

7. Evaluation

8. Conclusion

What was the starting point?

• Multinational learning environments at German schools• Increasing rate of students with migration background• Globalization in education: degrees (bachelor / master) and

study subjects (e.g. intercultural communication, LMU, 1996)

What was the starting point?

• Multinational learning environments at German schools• Increasing rate of students with migration background• Globalization in education: degrees (bachelor / master) and

study subjects (e.g. intercultural communication, LMU, 1996)

• Fostering intercultural learning in students• Intercultural learning as a part of secondary education

(European education ministers, 1996/2001; European council, 2003)

• LIFE concept (Bavarian Ministry of Education / BMW Group, 1997/2005)

• T-Kit Set „Intercultural learning“ (European council, 2000)

What was the starting point?

• Multinational learning environments at German schools• Increasing rate of students with migration background• Globalization in education: degrees (bachelor / master) and

study subjects (e.g. intercultural communication, LMU, 1996)

• Fostering intercultural learning in students• Intercultural learning as a part of secondary education

(European education ministers, 1996/2001; European council, 2003)

• LIFE concept (Bavarian Ministry of Education / BMW Group, 1997/2005)

• T-Kit Set „Intercultural learning“ (European council, 2000)

• Need for intercultural competence in teachers• Insufficient skills for integrating foreign students• Lack of training concepts for practice and university education

Project partners

Department for developmental and educational psychology

Department for general didactics

Department for educational counseling and adult education

Nominated for the BMW Award onIntercultural Learning 2005

Table of contents

1. Starting point

2. Project partners

3. Theoretical background

4. Development of the training concept

5. Methodological approach

6. Elements of the training

7. Evaluation

8. Conclusion

Dimensions of culture (Hofstede, 1980; 2005)

Uncertainty avoidance

Does a society feel threatened by unclear and open situations?As a response, are there a number of precise rules / regulations or not?

Acceptance of the fact that power is irregularly divided among individuals or hierarchies in an organisation (e.g., employers - employees)

Individualism / Collectivism

Competition and achievement (Rigid gender stereotypes) OR

Cooperation and social responsibility (Flexible gender roles)

Society: An open social frame with personal autonomy OR a narrowly defined social web with allocation of positions / roles for allSelf-definition: interests, hobbies, etc. OR status / role within a group

Power distance

Masculinity /Femininity

Behaviour at school: cultural examples

High:- Learning environments are structured, responsibility and duties are clear- Students expect clear task assignment, definition of precise goals,

and non-ambiguous instructions on tasks and learning processes- Tendency to detailed planning / scheduling ahead of deadlines,

weighing up pros and cons, detailed conclusions from little data

Low:- Cooperative learning teams, flexible task assignment- Variable use of methods, open discussions about possible solutions- Process-oriented approach: Goals, roles and methods may be adapted

Uncertainty avoidance

Uncertainty avoidance

Power distance

High:- Teachers are authorities, students accept unilateral dependency- Open criticism is disregarded, especially to “knowledge authorities”- Students show a tendency to follow rules without much questioning,

engage in avoidance / passive coping during confrontation

Low:- Teachers and students interact in an equal manner - Teachers value self-responsible work approaches by students- Students are encouraged to support learning outcomes by taking over

tasks, disclose own needs, and make contributions for improvement

Behaviour at school: cultural examples

Uncertainty avoidance

Power distance

Masculinity /Femininity

High (equals high masculinity):- Competition and achievement orientation are central to school

environments; awards and marks are related solely to performance- Teachers = experts; pedagogical qualification is less important- Traditional roles: Men = professors, women = primary school teacher

Low (equals high femininity)- Team-oriented organisation with self-assertive & cooperative stundets- Life-long learning / training to keep up high functional working level,

individual stuff qualification programs to balance out weaknesses - Teacher qualities: social competence, empathy and integrative skills

Behaviour at school: cultural examples

Uncertainty avoidance

Individualism / Collectivism

Power distance

Masculinity /Femininity

High (equals high individualism)- Promotion of self-directed learning, focus is on problem-solving

competence to find the most fitting solution for a challenge- Students are encouraged to choose a job mainly for interests, pursue

self-development and realization of individual goals

Low (equals high collectivism)- Students are encouraged to follow traditional problem solutions - Education = tool for societal advancement which defines one’s status

and increases prestige and proud of family- Within schools: Blend-in is required of students, no standing out

Behaviour at school: cultural examples

Table of contents

1. Starting point

2. Project partners

3. Theoretical background

4. Development of the training concept

5. Methodological approach

6. Elements of the training

7. Evaluation

8. Conclusion

Development of the training concept

MOBIS2004 Modular course on intercultural competence to

foster successful integration of foreign students (University of Wuppertal, Germany)

Roll-Out andevaluation

Adaptation tomultinational

learning setting

• Focus: intercultural interactions in education• Perspective of the teacher is central• Didactics: Learning, experiencing, trying out

2005

Conception and piloting

• Helpful for daily practice? Modification• Targets: psychology / education students

2006 • Pilot with teachers (training-on-the-job)• Application to teachers-in-training

Methodological approach (cf. Kinast, 2003)

Emotions:How to adopt perspectives of others?

Cognition:How do cultural lenses impact on perception?

Behavior:Why do I act like this, but others differently?

3 major goals and complementary didactical methods

Intercultural competence

• Presentation• Exchange• Discussion

• Exercises• Self-analysis• Reflection

• Role play• Video example• Feedback

=> culture-nonspecific experience-based training

Elements of the training (designed as a 2-day seminar )

Thematic block 1:Cultural influences in education settings

Thematic block 2:My own cultural identity as a teacher & trainer

Thematic block 3:Cultural differences in communication

Thematic block 4:Intercultural conflict management

Day 1 Day 2

• Facilitation by 2 interculturally experienced trainers

• If necessary, assistants for individual / small group exercises

Elements of the training (designed as a 2-day seminar )

Thematic block 1:Cultural influences in education settings

Thematic block 2:My own cultural identity as a teacher & trainer

Thematic block 3:Cultural differences in communication

Thematic block 4:Intercultural conflict management

Day 1 Day 2

Block 1: Culture in education settings

• Short presentation and discussion with participants• „What does intercultural competence mean (for you)? Why

are these competencies important in education settings?

Block 1: Culture in education settings

• Short presentation and discussion with participants• „What does intercultural competence mean (for you)? Why

are these competencies important in education settings?

• Exercise 1: „Erasmus“• With guidance, participants reflect own intercultural

experience in education (positive / neutral / negative) • Self-exercise, selected outcomes presented to the group;

trainer identifies underlying key topics and problems

Block 1: Culture in education settings

• Short presentation and discussion with participants• „What does intercultural competence mean (for you)? Why

are these competencies important in education settings?

• Exercise 1: „Erasmus“• With guidance, participants reflect own intercultural

experience in education (positive / neutral / negative) • Self-exercise, selected outcomes presented to the group;

trainer identifies underlying key topics and problems

• Presentation and discussion: „culture-dependent values”• Which cultural dimensions differentiate societies?• In which ways do these values impact upon process of

thinking, feeling and acting in multinational settings?

Elements of the training (designed as a 2-day seminar )

Thematic block 1:Cultural influences in education settings

Thematic block 2:My own cultural identity as a teacher & trainer

Thematic block 3:Cultural differences in communication

Thematic block 4:Intercultural conflict management

Day 1 Day 2

Block 2: Cultural identity as a teacher

• Exercise 2: „ The ideal teacher”• In multinational teams, participants create a teacher profile

with ideal and unwanted characteristics (positive / negative) • Presentation to the group; trainer reflects cultural content of

profiles; aim: recognition of cultural dependency of profiles

Block 2: Cultural identity as a teacher

Block 2: Cultural identity as a teacher

• Exercise 2: „ The ideal teacher”• In multinational teams, participants create a teacher profile

with ideal and unwanted characteristics (positive / negative) • Presentation to the group; trainer reflects cultural content of

profiles; aim: recognition of cultural dependency of profiles

• Presentation and discussion: “Value-related teacher behavior”• My own intensity profile of the 4 core cultural values? In

which ways do the influence my behavior at school?

Block 2: Cultural identity as a teacher

Block 2: Cultural identity as a teacher

• Exercise 2: „ The ideal teacher”• In multinational teams, participants create a teacher profile

with ideal and unwanted characteristics (positive / negative) • Presentation to the group; trainer reflects cultural content of

profiles; aim: recognition of cultural dependency of profiles

• Presentation and discussion: “Value-related teacher behavior”• My own intensity profile of the 4 core cultural values? In

which ways do the influence my behavior at school?

• Exercise 3: „In class” (together with cultural experts)• Video examples with teacher-student-interaction are shown

(Examples from different countries, e.g. Turkey / Finland)• Aim: Identification of culture-specific patterns in cognition

and behavior, in relation to the 4 culture dimensions

Block 2: Cultural identity as a teacher

Elements of the training (designed as a 2-day seminar )

Thematic block 1:Cultural influences in education settings

Thematic block 2:My own cultural identity as a teacher & trainer

Thematic block 3:Cultural differences in communication

Thematic block 4:Intercultural conflict management

Day 1 Day 2

Block 3: Intercultural communication

• Presentation and discussion: cultural communication patterns• Based on Schulz v. Thun: Is there culture-dependent use of

the 4 levels? Collection of examples in learning settings

Block 3: Intercultural communication

• Presentation and discussion: cultural communication patterns• Based on Schulz v. Thun: Is there culture-dependent use of

the 4 levels? Collection of examples in learning settings

• Exercise 4: „Do we understand each other? “• In pairs, participants collect possible reactions to 3 typical

conflicts in learning settings; reflection with the group• Aim: Is successful behavior transculturally valid?

Block 3: Interkulturelle Kommunikation

Block 3: Intercultural communication

• Presentation and discussion: cultural communication patterns• Based on Schulz v. Thun: Is there culture-dependent use of

the 4 levels? Collection of examples in learning settings

• Exercise 4: „Do we understand each other? “• In pairs, participants collect possible reactions to 3 typical

conflicts in learning settings; reflection with the group• Aim: Is successful behavior transculturally valid?

• Exercise 5: Role play• Group chose 3 of these 3 conflicts; selected participants

engage in role play; rest serves as observers• Analysis of (successful) behaviors by means of the

observes, the players and the trainers (if desired taping)

Block 3: Interkulturelle Kommunikation

Elements of the training (designed as a 2-day seminar )

Thematic block 1:Cultural influences in education settings

Thematic block 2:My own cultural identity as a teacher & trainer

Thematic block 3:Cultural differences in communication

Thematic block 4:Intercultural conflict management

Day 1 Day 2

Aufbau des Trainings

Block 4: Intercultural conflict management

• Presentation and discussion: „Managing intercultural conflicts “• Types of intercultural conflicts / Reasons for their upcoming;

approaches how to solve them: What can I do personally?

Block 4: Interkulturelles Konfliktmanagement

Block 4: Intercultural conflict management

• Presentation and discussion: „Managing intercultural conflicts “• Types of intercultural conflicts / Reasons for their upcoming;

approaches how to solve them: What can I do personally?• Exercise 6: role play – „Why don’t you respond?“

• Scene: 2 students with intercultural conflict; 2 teachers try tonegotiate and identify the sources (4 actors in role play)

• Trick behind: students are instructed only to respond only to teacher of same sex and if eye contact is initiated

• Reflection of role play: How did the exchange develop? How did we act? Aim: recognize options and limitaitions of own behavioral solutions (if desired, video taping)

Block 4: Interkulturelles Konfliktmanagement

Block 4: Intercultural conflict management

• Presentation and discussion: „Managing intercultural conflicts “• Types of intercultural conflicts / Reasons for their upcoming;

approaches how to solve them: What can I do personally?• Exercise 6: role play – „Why don’t you respond?“

• Scene: 2 students with intercultural conflict; 2 teachers try tonegotiate and identify the sources (4 actors in role play)

• Trick behind: students are instructed only to respond only to teacher of same sex and if eye contact is initiated

• Reflection of role play: How did the exchange develop? How did we act? Aim: recognize options and limitaitions of own behavioral solutions (if desired, video taping)

• Closing-up round• “Thermostat”; Feedback by means of small group reflection

Table of contents

1. Starting point

2. Project partners

3. Theoretical background

4. Development of the training concept

5. Methodological approach

6. Elements of the training

7. Evaluation

8. Conclusion

Evaluation design (Sample: teachers-in-training)

Control group

T104 / 2006

4-week schoolinternship

T205 / 2006

T310 / 2006

Training group

Training(2,5 days)

CG

TG Diary

CG

TG

Each withN = 30

T002 / 2006 Development of the Evaluation instrument (N=176)

Evaluation

Contents of the evaluation

UV IKMD MF

Evaluation

Knowledge

Empathy

Behavior

1

2

3

4

5

6

7

C G T G C G T G

UA PD

MF IC

Behavior change

Evaluation

T1 T2

PD: sign. Interaction of group and time, p < .001MF: sign. Interaction of group and time, p < .05IC: sign. Interaction of group and time, p < .05

Table of contents

1. Starting point

2. Project partners

3. Theoretical background

4. Development of the training concept

5. Methodological approach

6. Elements of the training

7. Evaluation

8. Conclusion

Conclusion

• Pilot training on intercultural competence for teachers• Contextspecific concept for professional education• Target groups: teachers, trainers, counselors• Possible adaptation to a country / context (e.g., job / school)

Conclusion

• Pilot training on intercultural competence for teachers• Contextspecific concept for professional education• Target groups: teachers, trainers, counselors• Possible adaptation to a country / context (e.g., job / school)

• A multi-modal training approach for successful learning• Fosters competence in knowledge, empathy and behavior• Mixture of methods maximizes skill adoption (cf. Meyer, 2004)

Conclusion

• Pilot training on intercultural competence for teachers• Contextspecific concept for professional education• Target groups: teachers, trainers, counselors• Possible adaptation to a country / context (e.g., job / school)

• A multi-modal training approach for successful learning• Fosters competence in knowledge, empathy and behavior• Mixture of methods maximizes skill adoption (cf. Meyer, 2004)

• Effectiveness and transfer into practice• Evaluation: suggests change in behavior by means of the

training, also implicit hints on increased knowledge• Empathietraining noch ausbaufähig; long term effects?