Improving teachers Intercultural Competences. An experience in action

Abstract

The purpose of this research was to assess the teachers’ perception of a training experience in intercultural competences in pre-school and primary schools in the municipality of Cartagena. A descriptive non-experimental quantitative design was adopted to analyse the opinion of 62 participating teachers on the training received and its impact on their teaching practice. The training sessions were structured in three blocks: the first focused on the epistemological bases and foundations of intercultural competence, the second on the process of globalisation of good practices of intercultural competence and the third on the construction and institutionalisation of intercultural competences in school dynamics. The instrument used was a Likert-type scale composed of 22 items. The results confirm the importance of teacher training in intercultural competences as an efficient tool for the adequate management of cultural diversity in the classroom.