Aproximaciones a la sensibilidad intercultural en profesorado colombiano

  1. Argüello-Gutiérrez, Catalina 1
  2. Mondragón Angulo, Jessica Paola 2
  3. Bolaño Márquez, María Camila 3
  1. 1 Universidad Internacional de La Rioja
    info

    Universidad Internacional de La Rioja

    Logroño, España

    ROR https://ror.org/029gnnp81

  2. 2 Institución Educativa José María Córdoba, Colombia
  3. 3 Universidad del Norte, Colombia
Show affiliations +
Journal:
Educa: revista internacional para la calidad educativa

ISSN: 2792-7660

Year of publication: 2024

Volume: 4

Issue: 2

Pages: 369-382

Type: Article

DOI: 10.55040/EDUCA.V4I2.114 DIALNET GOOGLE SCHOLAR lock_openOpen access editor

More publications in: Educa: revista internacional para la calidad educativa

Abstract

Teachers' intercultural sensitivity, that is, their ability to recognize, appreciate and adequately address cultural differences, plays a vital role in establishing inclusive learning environments. This study focuses on assessing the degree of intercultural sensitivity and its main correlates in a sample of 154 teachers (61% female) from various educational levels in Colombia. An online questionnaire was used to assess intercultural sensitivity, pro-diversity attitudes and self-efficacy in intercultural classroom management. First, the psychometric properties of the instruments are analyzed. They show good qualities for the global measures, but there are limitations in the use of the subscales of intercultural sensitivity. The data reveal that this group of teachers shows high levels of intercultural sensitivity without notable distinctions according to sex, age, teaching experience or type of educational institution. In addition, a positive relationship is observed between intercultural sensitivity and pro-diversity beliefs, as well as between intercultural sensitivity and self-efficacy in managing multicultural classrooms. Thus, intercultural sensitivity could contribute to adequate preparation for dealing with diversity in educational settings. These results are discussed considering the educational challenges that arise in culturally diverse environments and with the intention to contribute to a more just and unified society. Finally, it is suggested that this study be replicated in larger and more diversified samples.  

Bibliographic References

  • Alarcón-Leiva, J., Gotelli, C., y Díaz, M. (2020). Inclusión de estudiantes migrantes: Un desafío para la gestión directiva escolar. Praxis Educativa, 15, 1-24. https://doi.org/10.5212/PraxEduc.v.15.15092.049
  • Altshuler, L., Sussman, N. M., y Kachur, E. (2003). Assessing changes in intercultural sensitivity among physician trainees using the intercultural development inventory. International journal of intercultural relations, 27(4), 387-401. https://doi.org/10.1016/S0147-1767(03)00029-4
  • Argüello-Gutiérrez, C., Smith-Castro, V., y Martín- Gutiérrez, Á. (2023). Proyecto DiverProf: actitudes del profesorado de educación obligatoria en España sobre la aculturación e interculturalidad. En: Blázquez Rodríguez, I., y Martín López, M.Á. Migraciones internacionales y sostenibilidad social. Dykinson. https://acortar.link/NWsSby
  • Arizabaleta Domínguez, S.L., y Ochoa Cubillos, A.F. (2016). Hacia una educación superior inclusiva en Colombia. Pedagogía y Saberes, 45, 41-52. https://acortar.link/2qKPCF
  • Banks, J. A. (2019). Multicultural education: Issues and perspectives (10ª ed.). Wiley.
  • Bennett, M. J. (2020). Basic concepts of intercultural communication: Paradigms, principles, and practices (3ª ed.). Intercultural Press.
  • Charoensilp, P. (2024). Intercultural Sensitivity as a Factor in Perceived Culturally Responsive Teaching of Teachers in Northern Thailand. REFLections, 31(1), 90–117. https://doi.org/10.61508/refl.v31i1.271669
  • Chen, G. M., y Starosta, W. J. (2000). The development and validation of the intercultural sensitivity scale. Human Communication, 3, 1-15. https://digitalcommons.uri.edu/cgi/viewcontent.cgi?article=1035&context=com_facpubs
  • Cvetkovic-Vega, A., Maguiña, J. L., Soto, A., Lama-Valdivia, J., y López, L. E. C. (2021). Estudios transversales. Revista de la Facultad de Medicina Humana, 21(1), 179-185. http://dx.doi.org/10.25176/rfmh.v21i1.3069
  • Deardorff, D. K. (2019). Manual for developing intercultural competencies: Story circles. UNESCO.
  • Departamento Administrativo Nacional de Estadística [DANE] (2018). Resultados del Censo Nacional de Población y Vivienda 2018. Recuperado de https://bit.ly/3JGQrUm
  • Gay, G. (2018). Culturally responsive teaching: Theory, research, and practice (3ª ed.). Teachers College Press.
  • Gedik Bal, N. (2023). In-Service Teachers' Intercultural Sensitivity. TESL-EJ, 27(2), n2. https://tesl-ej.org/wordpress/issues/volume27/ej106/ej106a2/
  • Ghamarnia, M., Soltani, A., y Rahimi, A. (2016). The Interface between Iranian EFL Teachers’ Intercultural Sensitivity and Their Ethnic and Demographic Backgrounds. Global Journal of Foreign Language Teaching, 6(1), 36–45. https://doi.org/10.18844/gjflt.v6i1.429
  • González, F. (2020). Diversidad étnica y cultural en Colombia: Desafíos para la educación intercultural. Editorial Universidad del Rosario.
  • Jiménez, F. y Montecinos, C. (2019) Polifonía en educación multicultural: enfoques académicos sobre diversidad y escuela. Magis. Revista Internacional de Investigación en Educación, 12(24), 105-128. https://n9.cl/37yql
  • Kauff, M., Stegmann, S., van Dick, R., Beierlein, C., y Christ, O. (2019). Measuring beliefs in the instrumentality of ethnic diversity: Development and validation of the Pro-Diversity Beliefs Scale (PDBS). Group Processes y Intergroup Relations, 22(4), 494–510. https://doi.org/10.1177/1368430218767025
  • Kazazoglu, S., y Ece, E. (2021). Exploring pre-service and novice EFL teachers’ intercultural sensitivity. Novitas-ROYAL, Research on Youth and Language, 15(1), 76-89. https://eric.ed.gov/?id=EJ1295550
  • Miao, J., y Lepeyko, T. (2023). Developing college teachers’ intercultural sensitivity in a multicultural environment (Desarrollo de la sensibilidad intercultural de los docentes universitarios en entornos multiculturales). Culture and Education, 35(2), 450–473. https://doi.org/10.1080/11356405.2023.2177008
  • Micó-Cebrián, P., Cava, M. J., y Buelga, S. (2019). Sensibilidad intercultural y satisfacción con la vida en alumnado autóctono e inmigrante. Educar, 55(1), 0039-57. https://dialnet.unirioja.es/servlet/articulo?codigo=6845846
  • Ministerio de Educación Nacional. (2018). Políticas educativas y diversidad cultural en Colombia. Ministerio de Educación Nacional. https://www.mineducacion.gov.co/portal/men/Publicaciones/Documentos/340146:EDUCACION-INCLUSIVA-E-INTERCULTURAL
  • Oviedo, H. C., y Campo-Arias, A. (2005). Aproximación al uso del coeficiente alfa de Cronbach. Revista colombiana de psiquiatría, 34(4), 572-580. https://bit.ly/3Hr3wPs
  • Rissanen, I., Kuusisto, E., y Kuusisto, A. (2016). Developing teachers' intercultural sensitivity: Case study on a pilot course in Finnish teacher education. Teaching and Teacher Education, 59, 446-456. https://doi.org/10.1016/j.tate.2016.07.018
  • Segura-Robles, A., y Parra-González, M. E. (2019). Analysis of teachers’ intercultural sensitivity levels in multicultural contexts. Sustainability, 11(11), 3137. https://doi.org/10.3390/su11113137
  • Tabatadze, S. y Gorgadze, N. (2018). Selective intercultural sensitivity to different sources of cultural identity: Study of intercultural sensitivity of students at teacher education programs of Georgia. Journal for Multicultural Education, 12(1), 35-49. https://doi.org/10.1108/JME-11-2016-0059
  • Talis. (2018). Teaching and Learning International Survey (TALIS). Informe español. https://www.educacionyfp.gob.es/inee/evaluaciones-internacionales/talis/talis-2018.html
  • Tualaulelei, E., y Halse, C. (2021). A scoping study of in service teacher professional development for inter/multicultural education and teaching culturally and linguistically diverse students. Professional Development in Education. https://doi.org/10.1080/19415257.2021.1973074
  • Villegas, A. M., y Lucas, T. (2019). Preparing culturally responsive teachers: Rethinking the curriculum. Journal of Teacher Education, 53(1), 20-32. https://doi.org/10.1177/0022487102053001003
  • Wang, W., y Zhou, M. (2016). Validation of the short form of the intercultural sensitivity scale (ISS-15). International Journal of Intercultural Relations, 55, 1–7. https://doi.org/10.1016/j.ijintrel.2016.08.002
  • Wang, X. (2016). Research on college English teachers’ intercultural sensitivity in higher vocational college in Zhejiang Province. International Journal of Simulation: Systems, Science & Technology, 17(1), 25.1-25.7. https://10.5013/IJSSST.a.17.01.2
  • Yousefi, N., y Abedini, H. (2024). The relationship between Iranian EFL learners’ socio-psychological distance and intercultural identity: Gender and learning experience in focus. Social Sciences & Humanities Open, 9, 100818. https://doi.org/10.1016/j.ssaho.2024.100818
  • Yuen, C. Y., y Grossman, D. L. (2009). The intercultural sensitivity of student teachers in three cities. Compare, 39(3), 349-365. https://doi.org/10.1080/03057920802281571
  • Yurtseven, N., y Altun, S. (2015). Intercultural Sensitivity in Today’s Global Classes. Journal of Ethnic and Cultural Studies, 2(1), 49-54. https://www.jstor.org/stable/48710033
Data source: Dialnet