Developing Intercultural Competence of Educators: Self-Regulated Learning Perspective

Dorota Celinska


With the increase in globalization, intercultural competence is considered a key proficiency for educators. While many theoretical frameworks of intercultural competence exist, none have explained the development of this competence from the perspective of a self-regulated learner. The self-regulated intercultural learning process capitalizes on the advantages of self-assessment, self-directed learning, and reflection on unique experience. In alignment with a research-based self-regulated learning model, a series of evidence based interconnected activities was developed to guide and assess the intercultural learning for educators. Each phase within the sequential self-regulated learning process is facilitated by purposefully selected readings and media and originally designed semi-structured activities that are subsequently augmented by guided reflections and self-evaluations. The adaptability and cost-consciousness of the series allows for integrating it as an efficient and effective component of intercultural pre-service coursework and/or in-service professional development, for both individuals and teams.

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International Journal of Contemporary Education

ISSN 2575-3177 (Print)   ISSN 2575-3185 (Online)

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