Introduction of Intercultural Communication Studies into the Curriculum of Pedagogical University

Liudmyla Havrilova (), Olena Beskorsa (), Olena Ishutina (), Halyna Kapnina () and Yana Topolnyk ()
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Liudmyla Havrilova: Doctor of Pedagogy, Professor of the Department of Primary EducationTheory and Practice, SHEI “Donbas State Pedagogical University†, Sloviansk, Ukraine
Olena Beskorsa: PhD in Pedagogy, Associate Professor of the Department of Primary Education Theory and Practice, SHEI “Donbas State Pedagogical University†, Sloviansk, Ukraine
Olena Ishutina: PhD in Pedagogy, Associate Professor of the Department of Primary Education Theory and Practice, SHEI “Donbas State Pedagogical University†, Sloviansk, Ukraine
Halyna Kapnina: PhD in Pedagogy, Associate Professor of the Department of Germanic and Slavic Philology, SHEI “Donbas State Pedagogical University†, Sloviansk, Ukraine
Yana Topolnyk: Doctor of Pedagogy, Professor of Higher School Pedagogy Department, SHEI “Donbas State Pedagogical University†, Sloviansk, Ukraine

Revista romaneasca pentru educatie multidimensionala - Journal for Multidimensional Education, 2021, vol. 13, issue 3, 448-467

Abstract: The article presents the results of the performed research of implementing the intercultural communication studies into the future teachers’ professional training. The relevance of the research is proved by the strong need to prepare today’s youth for reaching mutual understanding and avoiding barriers in communication. The purpose of the research is to substantiate the need of introducing the intercultural communication studies into the curriculum of future teachers training for enhancing their intercultural communication competence. The analysis of the structure of the intercultural communication competence is carried out, based on which the content of the intercultural communication course is developed. The research includes three stages. The methods which are applied in the research are theoretical methods for analysing the literature, modelling for substantiating the course content, and interpretive methods for assessing the research results. The article covers the main topics of the course, aimed at gaining culture knowledge and developing intercultural skills, behaviour abilities and attitude. To enhance future teachers’ intercultural competence, two methodological approaches are used: social scientific approach and interpretive methods. The effectiveness of the course is proved through measuring the level of language skills, assessed by Standardised test Cambridge English First, and behaviour abilities, assessed by a number of direct and indirect methods.

Keywords: Intercultural communication; training course; future teachers; intercultural communication competence; assessment; direct and indirect methods (search for similar items in EconPapers)
JEL-codes: I2 (search for similar items in EconPapers)
Date: 2021
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Persistent link: https://EconPapers.repec.org/RePEc:lum:rev1rl:v:13:y:2021:i:3:p:448-467

DOI: 10.18662/rrem/13.3/461

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