Shaping Future Educators: The Role of Critical Intercultural Communication in Teacher Education Programs

ECER 2025, Belgrade, Sırbistan, 8 - 12 Eylül 2025, ss.1, (Özet Bildiri)

Yayın Türü: Bildiri / Özet Bildiri
Basıldığı Şehir: Belgrade
Basıldığı Ülke: Sırbistan
Sayfa Sayıları: ss.1
TED Üniversitesi Adresli: Evet

Özet

In an increasingly globalized world, cultural diversity has become a defining characteristic of modern classrooms. Navigating this diversity effectively requires educators to go beyond basic intercultural communication skills and adopt a more critical understanding of the cultural, historical, and structural dynamics shaping these interactions. Critical Intercultural Communication (CIC) provides a robust framework to address these complexities by examining the intersections of power, culture, and communication. Unlike traditional approaches, CIC interrogates not only individual interactions but also the broader socio-political and institutional structures that shape them (Halualani & Nakayama, 2010). This perspective highlights the need to address systemic inequities while fostering inclusive and reflexive pedagogical practices.

Grounded in the principles of CIC, this study draws on key theoretical insights to frame its investigation. CIC emphasizes the interconnectedness of power, identity, and culture, providing a lens through which to analyze the challenges and opportunities of intercultural communication in education. The framework incorporates concepts such as intersectionality (Crenshaw, 1991) and postcolonial theory to explore how educators navigate cultural identities, resist dominant ideologies, and foster inclusive practices. Such an approach acknowledges that intercultural interactions are shaped not only by individual agency but also by larger structural forces, including institutional policies and socio-political contexts (Sorrells, 2013).

The significance of this research lies in its potential to bridge the gap between theoretical insights into intercultural communication and their practical application in teacher education. By equipping teachers with critical intercultural competencies, this study seeks to contribute to the development of more culturally responsive and socially just educational environments. Regarding this, the primary aim of this study is to explore the perceptions of pre-service teachers and teacher educators regarding CIC in teacher education and to identify effective strategies for integrating CIC principles into teacher training programs.

To achieve this aim, the research addresses the following questions:

What are the perceptions of pre-service teachers and teacher educators regarding the significance of CIC in teacher education?
What strategies can effectively facilitate the integration of CIC principles into teacher training programs?

Methodology, Methods, Research Instruments or Sources Used
This study adopted a qualitative research design using a phenomenological approach to deeply understand participants’ lived experiences and perceptions of CIC in teacher education (Bogdan & Biklen, 2007; Marshall & Rossman, 2011).Phenomenology was chosen to explore the subjective interpretations of pre-service teachers and teacher educators regarding the integration of CIC in teacher preparation programs.
At the current stage of the research, data have been collected from 14 participants, including six pre-service teachers and eight teacher educators, selected through purposive sampling from a foundation university’s faculty of education. The inclusion criteria for pre-service teachers required their enrollment in advanced courses to ensure familiarity with foundational pedagogical practices. Teacher educators were selected based on their active involvement in the design and delivery of teacher training programs. Participation was entirely voluntary, and informed consent was obtained prior to data collection. Importantly, this study represents preliminary findings, as data collection is ongoing. Additional participants will be recruited to enhance the depth and breadth of insights regarding CIC integration in teacher education.
Data were gathered through two primary methods: semi-structured interviews and document analysis. Semi-structured interviews, lasting approximately 25–30 minutes, were conducted individually and focused on participants’ experiences with CIC, their perceptions of its significance, and suggested strategies for its integration into teacher education. Document analysis was conducted on course syllabi, instructional materials, and teacher education program guidelines to examine the extent of CIC-related content and identify potential areas for improvement.
The data were analyzed using thematic analysis (Braun & Clarke, 2006; 2021), which facilitated the identification of recurring patterns and key themes. Interview transcripts were transcribed verbatim, and emerging themes were coded and categorized systematically. Findings from document analysis were triangulated with interview data to enhance validity and coherence. MAXQDA software was utilized to streamline the coding process and support thematic analysis. This study presents preliminary findings while acknowledging that further data collection and analysis are essential to achieving a comprehensive understanding of CIC in teacher education.
Conclusions, Expected Outcomes or Findings
This study provides an initial exploration of CIC through the perspectives of six pre-service teachers and eight teacher educators. Early findings from this preliminary analysis highlight both unique insights and overlapping themes regarding the role of CIC in teacher education. It is important to note that these findings are based on data collected from the initial set of participants, and further data collection and analysis are ongoing.
The preliminary findings of the study showed that pre-service teachers emphasized the importance of empathy, cultural diversity, and inclusive practices as essential components of CIC. Many noted the lack of mandatory CIC training in their curricula, often limited to electives or a part of a course. They suggested practical strategies such as role-playing, field observations, and community engagement to bridge the gap between theory and practice. Key challenges included limited exposure to diverse classrooms and systemic biases, while benefits included improved classroom management and cultural sensitivity. Teacher educators, on the other hand, highlighted systemic barriers, including insufficient institutional support and reliance on individual efforts for CIC integration. Resistance to diversity-related discussions among students and inadequate policy prioritization were also noted. Despite these challenges, they identified CIC as transformative, advocating for curricular reforms, reflective practices, and real-life case studies to prepare educators for multicultural classrooms. In conclusion, it can be stated that both groups recognized CIC’s critical importance but from different perspectives. Pre-service teachers focused on practical needs and foundational training, while teacher educators emphasized systemic challenges and institutional reforms. These findings underline the need for teacher education programs to combine structural reforms with hands-on training to equip educators for diverse and inclusive classrooms effectively.
References
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Braun, V., & Clarke, V. (2021). Can I Use TA? Should I Use TA? Should I Not Use TA? Comparing Reflexive Thematic Analysis and Other Pattern-Based Qualitative Analytic Approaches. Counselling and Psychotherapy Research, 21, 37-47. https://doi.org/10.1002/capr.12360
Crenshaw, K. (1991). Mapping the margins: Intersectionality, identity politics, and violence against women of color. Stanford Law Review, 43(6), 1241–1299. https://doi.org/10.2307/1229039
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