Cultural Differences as Assets: Enhancing Intercultural Competence of Pre-service Teachers

Wai Chi Chee

Abstract

Providing inclusive education to ethnic minority students is fundamental to educational equity. Teachers should develop intercultural attitudes and behaviours to appreciate learner diversity (Armstrong, Armstrong, and Spandagou, 2011) and be aware of their own prejudice and bias. Yet local Chinese teachers largely lack training on intercultural competence, which may lead to reluctance to teach or inappropriate treatment of ethnic minority students (HKCSS, 2013).

This project aims:
1.To promote sensitivity and positive attitudes of pre-service teachers towards students from diverse ethnic and cultural backgrounds
2.To improve the capacities of pre-service teachers to adopt and adjust different
teaching approaches to meet the learning needs of students from different ethnic and cultural backgrounds
3.To advocate for intercultural competence as an essential professional skill of teachers

Original language	English
Publication status	Published - 13 Nov 2020
Event	Online Internationalisation: Meeting the Challenge of Student Mobility in a Global Pandemic - Online Duration: 13 Nov 2020 → 13 Nov 2020 https://www.cetl.hku.hk/vconf2020/ https://www.cetl.hku.hk/vconf2020/programme/

Conference

Conference	Online Internationalisation
City	Online
Period	13/11/20 → 13/11/20
Internet address	https://www.cetl.hku.hk/vconf2020/ https://www.cetl.hku.hk/vconf2020/programme/

UN SDGs

This output contributes to the following UN Sustainable Development Goals (SDGs)

SDG 4 Quality Education

Cite this

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title = "Cultural Differences as Assets: Enhancing Intercultural Competence of Pre-service Teachers",

abstract = "Providing inclusive education to ethnic minority students is fundamental to educational equity. Teachers should develop intercultural attitudes and behaviours to appreciate learner diversity (Armstrong, Armstrong, and Spandagou, 2011) and be aware of their own prejudice and bias. Yet local Chinese teachers largely lack training on intercultural competence, which may lead to reluctance to teach or inappropriate treatment of ethnic minority students (HKCSS, 2013). This project aims: 1.To promote sensitivity and positive attitudes of pre-service teachers towards students from diverse ethnic and cultural backgrounds 2.To improve the capacities of pre-service teachers to adopt and adjust different teaching approaches to meet the learning needs of students from different ethnic and cultural backgrounds 3.To advocate for intercultural competence as an essential professional skill of teachers",

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note = "Online Internationalisation : Meeting the Challenge of Student Mobility in a Global Pandemic ; Conference date: 13-11-2020 Through 13-11-2020",

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T1 - Cultural Differences as Assets

T2 - Online Internationalisation

AU - Chee, Wai Chi

PY - 2020/11/13

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N2 - Providing inclusive education to ethnic minority students is fundamental to educational equity. Teachers should develop intercultural attitudes and behaviours to appreciate learner diversity (Armstrong, Armstrong, and Spandagou, 2011) and be aware of their own prejudice and bias. Yet local Chinese teachers largely lack training on intercultural competence, which may lead to reluctance to teach or inappropriate treatment of ethnic minority students (HKCSS, 2013). This project aims: 1.To promote sensitivity and positive attitudes of pre-service teachers towards students from diverse ethnic and cultural backgrounds 2.To improve the capacities of pre-service teachers to adopt and adjust different teaching approaches to meet the learning needs of students from different ethnic and cultural backgrounds 3.To advocate for intercultural competence as an essential professional skill of teachers

AB - Providing inclusive education to ethnic minority students is fundamental to educational equity. Teachers should develop intercultural attitudes and behaviours to appreciate learner diversity (Armstrong, Armstrong, and Spandagou, 2011) and be aware of their own prejudice and bias. Yet local Chinese teachers largely lack training on intercultural competence, which may lead to reluctance to teach or inappropriate treatment of ethnic minority students (HKCSS, 2013). This project aims: 1.To promote sensitivity and positive attitudes of pre-service teachers towards students from diverse ethnic and cultural backgrounds 2.To improve the capacities of pre-service teachers to adopt and adjust different teaching approaches to meet the learning needs of students from different ethnic and cultural backgrounds 3.To advocate for intercultural competence as an essential professional skill of teachers

M3 - Conference abstract

Y2 - 13 November 2020 through 13 November 2020

ER -

Cultural Differences as Assets: Enhancing Intercultural Competence of Pre-service Teachers

Abstract

Conference

UN SDGs

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Cite this