Teachers' experiences, beliefs and conceptions concerning intercultural communicative competence

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dc.contributor.authorTorres Rocha, Julio César
dc.date2014-10-01
dc.descriptionThis is a report of a study on teachers’ experiences, beliefs and conceptions concerning intercultural communicative competence (ICC). The study explored the relationship between teacher cognition, professional identity and intercultural competence. To stimulate reflection as well as to collect data, autobiographical accounts and semi-structured interviews were used. This exploratory case study showed that even when teachers have intercultural experiences in English speaking countries, as it is the case with the three informants in the study described, they continue to have essentialist perspectives of target cultures that, in turn, affect their vision of the development of ICC. Results revealed how teachers’ previous personal experiences are influential in their belief and conception formation of ICC. Besides, they do not master the knowledge, skills and attitudes involved in ICC, in spite of their awareness of the essence and purpose of the development of ICC at different levels.en-US
dc.descriptionEste es un informe de un estudio sobre las experiencias, creencias y concepciones de los profesores con respecto a la competencia comunicativa intercultural (CCI). Se explora la relación entre la cognición del profesor, la autoimagen y la competencia intercultural. Se usaron relatos autobiográficos y entrevistas semi-estructuradas para estimular la reflexión y recolectar información. Este estudio de caso exploratorio mostró que aun cuando los docentes hayan tenido experiencias interculturales en países de habla inglesa, como es el caso de los tres informantes de este estudio, continúan teniendo percepciones esencialistas de la cultura objeto, que a su vez, afectan su visión del desarrollo de la CCI. Los resultados revelan que las experiencias personales previas de los profesores influyen en la formación de sus creencias y concepciones de la CCI. Además, a pesar de su conciencia de la esencia y el propósito del desarrollo de la CCI a diferentes niveles, no manejan los conocimientos, habilidades y actitudes que esta implica.es-ES
dc.formatapplication/pdf
dc.identifierhttps://revistas.unilibre.edu.co/index.php/interaccion/article/view/2274
dc.identifier10.18041/1657-7531/interaccion.0.2274
dc.identifier.urihttp://hdl.handle.net/10901/13214
dc.languagespa
dc.language.isospaspa
dc.publisherAvances de Investigaciónes-ES
dc.relationhttps://revistas.unilibre.edu.co/index.php/interaccion/article/view/2274/1733
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dc.relation.ispartofjournalRevistas - Ciencias Sociales y Humanasspa
dc.rights.licenseAtribución-NoComercial-SinDerivadas 2.5 Colombia*
dc.rights.urihttp://creativecommons.org/licenses/by-nc-nd/2.5/co/*
dc.sourceInteracción; Vol. 13 (2014): Interacción - Volumen 13; 69-81es-ES
dc.source1657-7531
dc.source1657-7531
dc.subject.proposalCompetencia comunicativa interculturales-ES
dc.subject.proposalcognición del profesores-ES
dc.subject.proposalcreencias del docentees-ES
dc.subject.proposaldesarrollo profesional docentees-ES
dc.titleTeachers' experiences, beliefs and conceptions concerning intercultural communicative competenceen-US
dc.titleExperiencias, creencias y concepciones de los profesores acerca de la competencia comunicativa interculturales-ES
dc.type.coarhttp://purl.org/coar/resource_type/c_6501
dc.type.coarversionhttp://purl.org/coar/version/c_970fb48d4fbd8a85
dc.type.localArtículo Revisado por Pares Académicoses-ES

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