Intercultural education in teacher training : a case study on in-service teachers’ preparation for intercultural education at Pontificia Universidad Católica, Chile

Abstract

Globalization and postcolonialism are two phenomenon that have contributed to the increase of culturally diverse classrooms in Chile, reflecting the need for teachers to be interculturally competent. This research aims to understand how teachers are prepared for intercultural education at Pontificia Universidad Católica de Chile (PUC). The theoretical framework of the research begins by providing a conceptual clarification between the terms multiculturalism and interculturalism. Secondly, the definition of intercultural competences encompassing three dimensions (cognitive, affective, and behavioral) is broadened to include elements such as positionality, critical reflection, and dialogue. Then, elements and characteristics of teacher training programs that strive for intercultural education are stated. Finally, the theoretical framework presents research that argues the influence of coloniality and epistemic violence in Chilean higher education. This thesis presents a single case study methodology to gain insight of the phenomenon of intercultural education in teacher training. The case relies on four data sources: interviews with in-service teachers; interviews with professors; course outline documents; and Transversal Learning Objectives of the national curriculum.

The findings illustrate that teachers identified the same intercultural competences as the ones they are expected to promote according to the curriculum. They also show that teacher training developed skills of reflection, research, analysis, and positionality, which are argued to also be considered intercultural competences. In-service teachers felt prepared in terms of knowing the competences and skills that are needed to promote intercultural education. However, results evidence that they lack practical skills that allow them to foster these goals in challenging teaching realities. Findings also revealed teachers’ understanding of interculturality more related to multiculturality. Evidencing that a lack of conceptual clarification and of practical tools affect their low teacher self-concept, leaving them with a feeling of unpreparedness. This thesis raises the issue of how to develop teacher education in a way that will ensure teachers feeling prepared to promote intercultural competences in their students, to thrive in a globalized world.