How do Changes in Inter-Cultural Competency (ICC) Compare Among Pre-Service Teachers at Three Data Collection Points?
Location
CSU 203
Start Date
10-4-2018 10:00 AM
End Date
10-4-2018 11:00 AM
Student's Major
Elementary and Early Childhood Education
Student's College
Education
Mentor's Name
Elizabeth Sandell
Mentor's Department
Elementary and Early Childhood Education
Mentor's College
Education
Description
This project investigated the research question: How do changes in inter-cultural competency (ICC) compare among pre-service teachers at three data collection points? Inter-cultural competency is considered to be defined as “the capability to accurately understand and adapt behavior to cultural differences and commonalities (Hammer & Bennett, 2010).” Data was collected from 48 undergraduate students who majored in elementary education. Based on the Developmental Model of Intercultural Sensitivity (Bennett, 1986), the investigators hypothesized that students would have a statistically significant change in their ICC from the beginning of their academic studies until just before student teaching. Subjects completed the Intercultural Developmental Inventory (IDI) (Hammer & Bennett, 2012), which calculates a score that reflects capacity for cross-cultural adaptation. Results showed that (1) students who completed the first course (Human Relations) improved their ICC by an average of 5.874 points and (2) students who completed the professional education program (3 semesters) improved their ICC by an average of 15.805 points. Most importantly, students improved their ICC by an average of 21.679 points from the beginning of their academic studies until the beginning of student teaching. The data analysis showed that students did have a statistically significant change in their ICC, and results suggested that the program's content, pedagogy, and mentorship has a positive impact on pre-service teachers.
How do Changes in Inter-Cultural Competency (ICC) Compare Among Pre-Service Teachers at Three Data Collection Points?
CSU 203
This project investigated the research question: How do changes in inter-cultural competency (ICC) compare among pre-service teachers at three data collection points? Inter-cultural competency is considered to be defined as “the capability to accurately understand and adapt behavior to cultural differences and commonalities (Hammer & Bennett, 2010).” Data was collected from 48 undergraduate students who majored in elementary education. Based on the Developmental Model of Intercultural Sensitivity (Bennett, 1986), the investigators hypothesized that students would have a statistically significant change in their ICC from the beginning of their academic studies until just before student teaching. Subjects completed the Intercultural Developmental Inventory (IDI) (Hammer & Bennett, 2012), which calculates a score that reflects capacity for cross-cultural adaptation. Results showed that (1) students who completed the first course (Human Relations) improved their ICC by an average of 5.874 points and (2) students who completed the professional education program (3 semesters) improved their ICC by an average of 15.805 points. Most importantly, students improved their ICC by an average of 21.679 points from the beginning of their academic studies until the beginning of student teaching. The data analysis showed that students did have a statistically significant change in their ICC, and results suggested that the program's content, pedagogy, and mentorship has a positive impact on pre-service teachers.
Recommended Citation
Smith, Tori and Chandler Gooding. "How do Changes in Inter-Cultural Competency (ICC) Compare Among Pre-Service Teachers at Three Data Collection Points?." Undergraduate Research Symposium, Mankato, MN, April 10, 2018.
https://cornerstone.lib.mnsu.edu/urs/2018/oral-session-03/3
