Teachers’ Training in the Intercultural Dialogue and Understanding: Focusing on the Education for a Sustainable Development

María Concepción Domínguez Garrido, Adiela Ruiz-Cabezas, María Castañar Medina Domínguez, María Cecilia Loor Dueñas, Eufrasio Pérez Navío and Antonio Medina Rivilla
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María Concepción Domínguez Garrido: Department of Didactics, Faculty of Education, School Organization and Special Didactics, Universidad Nacional de Educación a Distancia-UNED, Calle Juan del Rosal, 14, 28040 Madrid, Spain
Adiela Ruiz-Cabezas: Faculty of arts and humanities, Institute for Research and Innovation in Social Sciences, Humanistic Studies and Art, Universidad Católica de Santiago de Guayaquil-UCSG, Av. Pdte. Carlos Julio Arosemena Tola, Guayaquil 090615, Ecuador
María Castañar Medina Domínguez: Faculty of Social Sciences, Universidad Nebrija, C. de Sta. Cruz de Marcenado, 27, 28015 Madrid, Spain
María Cecilia Loor Dueñas: Faculty of arts and humanities, Institute for Research and Innovation in Social Sciences, Humanistic Studies and Art, Universidad Católica de Santiago de Guayaquil-UCSG, Av. Pdte. Carlos Julio Arosemena Tola, Guayaquil 090615, Ecuador
Eufrasio Pérez Navío: Department of Pedagogy, Faculty of Education, Universidad de Jaén, Campus Las Lagunillas, s/n, 23071 Jaén, Spain
Antonio Medina Rivilla: Department of Didactics, Faculty of Education, School Organization and Special Didactics, Universidad Nacional de Educación a Distancia-UNED, Calle Juan del Rosal, 14, 28040 Madrid, Spain

Sustainability, 2020, vol. 12, issue 23, 1-28

Abstract: The present research is embedded in the professional development and research line, and in the needs of secondary education and first-year university teachers. Evidencing the importance of teachers’ professional training to include specific adaptations and skills on both the intercultural dialogue and understanding—often called Intercultural Competence—is fundamental because of the direct impact for the sustainable development of human beings, groups, and ecosystems. An extensive investigation of the role played by each of the main competencies linked to the following intercultural dimensions was performed: Professional Identity, Ethics and Axiology, Methodology, and Inclusive Education. The integrated methodology used was a cross-study of data, performed after the obtention of a three-cornered evaluation of results collected in focus groups, interviews, and questionnaires. Findings showed the impact of the intercultural dialogue and understanding in education patterns for the sustainable development of society. Other outputs also underlined the relevance of setting up a new ecology of forms, knowledge, attitudes, and educational meanings, further used to update teachers and students’ training in sustainable ecology and cultural diversity. Progress made in these complementary competencies—Professional Identity, Ethics and Axiology, Methodology—were appraised by teachers participating in the present study; the latter showing an increased interest and demand for the intercultural competence, after increasing their proficiency in the other complementary competencies.

Keywords: teachers’ training; teachers’ competencies; intercultural dialogue; education for sustainable development; professional development (search for similar items in EconPapers)
JEL-codes: O13 Q Q0 Q2 Q3 Q5 Q56 (search for similar items in EconPapers)
Date: 2020
References: View references in EconPapers View complete reference list from CitEc
Citations: View citations in EconPapers (2)

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