Competency-Based Training Versus Teacher Training in Professional Performance: A Debate in Educational Sciences Programs
Abstract views: 2221
/ 
PDF downloads: 1214
DOI:
https://doi.org/10.29333/ejecs/1406Keywords:
competency-based model, intercultural competencies, intercultural education, interculturality, teacher educationAbstract
The purpose of this article is to conduct a descriptive-interpretative analysis of the systematized and emerging theoretical assumptions in academic literature in initial teacher training, which show hints of a model based on professional performance as an alternative in contexts of social and cultural diversity. The article is based on an intercultural educational approach which has an indigenous perspective. This raises the urgency of rethinking teacher training processes in relation to indigenous and intercultural contexts based on appraisal and respect for indigenous children and young people's episteme, who hold cultural, ethnic, and linguistic differences. This article discusses the main limitations of the competency-based training model in educating teachers who take on inclusion and diversity of indigenous individuals as part of their professional performance. This research is qualitative and is grounded on content analysis of literature selected from internationally renowned databases. The literature review was organized around three areas of professional education: teaching, research, and practice. Results taken from this search were interpreted from the perspective of the educational model of the universities of the Araucanía region, Chile. An intercultural context that is characterized by a high enrollment of students from indigenous and rural communities. Results show associations among conceptual, attitudinal, procedural, and relational contents in professional training areas that might be subject of reconceptualization, this is, to enlarge the scope in the initial teacher training model by including intercultural professional performance in the context of social and cultural diversity. These areas fall into three categories: (a) development of intercultural critical thinking, (b) autonomous search of intercultural knowledge, and (c) intercultural communication, which are interpreted as useful for professional performance and are highly recommended in literature for their inclusion in educational sciences curricula.
Downloads
References
Arias-Ortega, K., Samacá, J., & Riquelme, L. (2022). University education in an indigenous context: The Mapuche case in Chile. Educação & Realidade, 47, 1–20. https://doi.org/10.1590/2175-6236120674vs02 DOI: https://doi.org/10.1590/2175-6236120674vs02
Balakrishnan, K., Bava, M., & Angusamy, A. (2021). Intercultural communication competence: Well-being and performance of multicultural teams. Journal of Intercultural Communication, 21(2), 82–96. https://doi.org/10.36923/jicc.v21i2.16 DOI: https://doi.org/10.36923/jicc.v21i2.16
Bellagoun, R. (2022). The real challenge of intercultural teacher training: necessity and fullness. Revue Cahiers du Laboratoire la Poetique Algerienne, 7(1), 242–252. https://www.asjp.cerist.dz/en/downArticle/459/7/1/184909
Bissonnette, M., Martiny, C., & Provencher, J. (2022). Career counseling in french speaking multiethnic montreal schools: intercultural communication practices and challenges. Formation et Profession, 30(1), 1–12. https://doi.org/10.18162/fp.2022.617 DOI: https://doi.org/10.18162/fp.2022.617
Blanco-Figueredo, L. L., & Arias-Ortega, K. E. (2022). Approaches, epistemic, and ethical bases of the formation of intercultural pedagogical thought in indigenous contexts. Formación Universitaria, 15(2), 71–82. https://doi.org/10.4067/S0718-50062022000200071 DOI: https://doi.org/10.4067/S0718-50062022000200071
Bleton, P., Martel, A., & Gagné, N. (2022). Malentendus interculturels: Analyses de représentations d’intervenants et intervenantes de secteurs publics québécois en vue de la formation aux compétences interculturelles [Intercultural misunderstandings: Analysis of stakeholders' representations from Quebec public sectors with a view to training in intercultural skills]. Enjeux et Société, 9(1), 33–65. https://doi.org/10.7202/1087829ar DOI: https://doi.org/10.7202/1087829ar
Brassier-Rodrigues, C., Wighman, C., & Brassier, P. (2022). Bewaltigung interkultureller situationen: eine Kompetenz Zur Weiterentwicklung der interkulturellen Fahigkeiten von Studie-renden an Universitaten [Coping with intercultural issues: competency for further development of intercultural skills of students in universities]. Bildungsforschung, 1, 1–18. https://doi.org/10.25539/bildungsforschun.v19i1.869
Burgess, C. (2017). Beyond cultural competence: transforming teacher professional learning through Aboriginal community-controlled cultural immersion. Critical Studies in Education, 60(4), 477–495. https://doi.org/10.1080/17508487.2017.1306576 DOI: https://doi.org/10.1080/17508487.2017.1306576
Chilisa, B. (2017). Decolonising transdisciplinary research approaches: An African perspective for enhancing knowledge integration in sustainability science. Sustainability Science, 12(5), 813–827. https://doi.org/10.1007/s11625-017-0461-1 DOI: https://doi.org/10.1007/s11625-017-0461-1
Coll, C. (2007). Psicología y currículum [Psychology and curriculum]. Editorial Paidós Mexicana, S. A.
Corbin, J., & Strauss, A. (2014). Basics of qualitative research: Techniques and procedures for developing grounded theory. SAGE Publications.
Creswell, J. W. (2013). Research design: Qualitative, quantitative, and mixed methods approaches. SAGE Publications.
Del Pino, M., Cubillos, F., & Pinto, D. (2019). Evaluation in the mapuce bafkehce context: the voices of teachers in La Araucanía, Chile. Estudios Pedagógicos, 45(2), 101–119. https://doi.org/10.4067/S0718-07052019000200101 DOI: https://doi.org/10.4067/S0718-07052019000200101
Denzin, N. K., & Lincoln, Y. S. (2012). Handbook of qualitative research. Gedisa.
DesRoches, S. J. (2016). Thinking interculturally: Decolonizing history and citizenship education in Québec. Intercultural Education, 27(3), 245–256. https://doi.org/10.1080/14675986.2016.1150649 DOI: https://doi.org/10.1080/14675986.2016.1150649
Dietz, G., & Mateos, L. S. (2019). The intercultural universities in Mexico, achievements and challenges of a new subsystem of higher education. Estudios sobre las Culturas Contemporáneas, 25 (49), 163–190. http://www.redalyc.org/articulo.oa?id=31658531008
Dobbins, M., & Knill, C. (2009). Higher education policies in Central and Eastern Europe: Convergence toward a common model? Governance: An International Journal of Policy, Administration, and Institutions, 22(3), 397–430. https://doi.org/10.1111/j.1468-0491.2009.01445.x DOI: https://doi.org/10.1111/j.1468-0491.2009.01445.x
Ferrada, D., & Del Pino, M. (2019). Communicative competences required in initial teacher training for primary school teachers of Spanish language in contexts of linguistic diversity. International Multilingual Research Journal, 14(1), 2–17. https://doi.org/10.1080/19313152.2019.1653156 DOI: https://doi.org/10.1080/19313152.2019.1653156
Ferrada, D., & Flecha, R. (2008). The dialogic educational model: a contribution based on the learning communities experience. Estudios Pedagógicos, 34(1), 41–61. https://doi.org/10.4067/S0718-07052008000100003 DOI: https://doi.org/10.4067/S0718-07052008000100003
Fickel, L., Abbiss, J., Brown, L., & Astall, C. (2018). The importance of community knowledge in learning to teach: Foregrounding Māori cultural knowledge to support preservice teachers’ development of culturally responsive practice Peabody. Peabody Journal of Education, 93(3), 285–294. https://doi.org/10.1080/0161956X.2018.1449858 DOI: https://doi.org/10.1080/0161956X.2018.1449858
Fougere, N. (2021). La competence interculturelle en classe de langue dans l’enseignement secondaire [Intercultural competence in the language classroom in secondary education]. [Doctoral dissertation, Nantes Université]. https://dumas.ccsd.cnrs.fr/dumas-03258143/document
Freire, P. (2005). Pedagogía del oprimido [Pedagogy of the oppressed]. Ediciones Siglo XXI.
Gauthier, B., & Bourgeois, I. (2020). Recherche sociale: De la problématique à la collecte des données [Social research: From problematics to data collection]. PUQ.
Gélinas-Proulx, A., Labelle, J., & Jacquin, P. (2017). Intercultural competence: adapting a model for Quebec and New Brunswick school principals. Revue des Sciences de l’Éducation, 43(2), 119–152. https://doi.org/10.7202/1043028ar DOI: https://doi.org/10.7202/1043028ar
Gibbs, G. (2012). El análisis de datos cualitativos en Investigación Cualitativa [Analyzing Qualitative Data. Qualitative Research]. Ediciones Morata.
Hansen, L., Hansen, P., Corbett, J., Hendrick, A., & Marchant, T. (2020). Reaching across the divide (RAD): Aboriginal elders and academics working together to improve student and staff cultural capability outcomes. The Australian Journal of Indigenous Education, 50(2), 284–292. https://doi.org/10.1017/jie.2020.23 DOI: https://doi.org/10.1017/jie.2020.23
Harvey, A., & Russell, G. (2018). Decolonizing the curriculum: Using graduate qualities to embed Indigenous knowledges at the academic cultural interface. Teaching in Higher Education, 24(6), 1–20. https://doi.org/10.1080/13562517.2018.1508131 DOI: https://doi.org/10.1080/13562517.2018.1508131
Heyman, R. (2017). The ontology and epistemology of society, culture and meaning in intercultural communication. Journal of Multicultural Discourses, 12(2), 110–119. https://doi.org/10.1080/17447143.2017.1309768 DOI: https://doi.org/10.1080/17447143.2017.1309768
Ibáñez-Salgado, N., & Druker-Ibáñez, S. (2018). Intercultural education in Chile from the perspective of the actors: a co-construction. Convergencia Revista de Ciencias Sociales, 78(1), 227–249. https://doi.org/10.29101/crcs.v25i78.9788 DOI: https://doi.org/10.29101/crcs.v25i78.9788
Ibnelkaïd, S. (2012). Development of the intercultural competence through autonomy and interaction – case study of FFL teachers in a Finnish university. Synergies France, 9(12), 103–112. https://gerflint.fr/Base/France9/ibnelkaid.pdf
Jiménez, F., & Montecinos, C. (2018). Diversity, management models and initial teacher training: training challenges from the perspective of social justice. Revista Brasileira de Educação, 23, 1–21. https://doi.org/10.1590/S1413-24782018230005 DOI: https://doi.org/10.1590/s1413-24782018230005
Kristoff, T. (2022). Co-constructing a diverse hybrid simulation-based experience on first nations culture. Clinical Simulation in Nursing, 67, 33–38. https://doi.org/10.1016/j.ecns.2022.02.012 DOI: https://doi.org/10.1016/j.ecns.2022.02.012
Larochelle-Audet, J., Borri-Anadon, C., & Potvin, M. (2016). Intercultural and inclusive teacher training: the conceptualization and operationalization of professional skills. Éducation et Francophonie, 44(2), 172–195. https://doi.org/10.7202/1039027ar DOI: https://doi.org/10.7202/1039027ar
Maheux, G. (2020). La décolonisation de la scolarisation des jeunes inuit et des premières nations. Sens et défis [The decolonization of schooling for Inuit and First Nations youth. Meanings and challenges]. PUQ. DOI: https://doi.org/10.1353/book78355
Makarova, E. & Birman, D. (2016). Minority students’ psychological adjustment in the school context: An integrative review of qualitative research on acculturation. Intercultural Education, 27(1), 1–21. https://doi.org/10.1080/14675986.2016.1144382 DOI: https://doi.org/10.1080/14675986.2016.1144382
Mas-Torelló, O. (2015). The influence of experience on the research competencies of university professors. Revista Complutense de Educación, 27(1), 13–34. https://doi.org/10.5209/rev_RCED.2016.v27.n1.44706 DOI: https://doi.org/10.5209/rev_RCED.2016.v27.n1.44706
McClelland, D. C. (1973). Testing for competence rather than for intelligence. American Psychologist, 28(1), 1–14. https://doi.org/10.1037/h0034092 DOI: https://doi.org/10.1037/h0034092
Meunier, O. (2022). Towards a revitalization of indigenous languages and cultures in Mexico’s intercultural universities? Socio-anthropologie, 46, 185–199. https://doi.org/10.4000/socio-anthropologie.12850 DOI: https://doi.org/10.4000/socio-anthropologie.12850
Miller, L. (2008). Developing professionalism within a regulatory framework in England: Challenges and possibilities. European Early Childhood Education Research Journal, 16(2), 255–268. https://doi.org/10.1080/13502930802141667 DOI: https://doi.org/10.1080/13502930802141667
Nuttall, J., & Brennan, M. (2016). Teacher education as academic work: The affordances of a materialist analysis. Asia-Pacific Journal of Teacher Education, 44(4), 364–378. https://doi.org/10.1080/1359866X.2016.1144712 DOI: https://doi.org/10.1080/1359866X.2016.1144712
Organisation for the Economic Co-Operation and Development. (2010). Taxation, innovation, and the environment. https://www.oecd.org/greengrowth/tools-evaluation/46177075.pdf
Peña-Cortés, F., Rozas, D., Pincheira., J., & Pep, P. (2017). Priorización de territorios para la gestión educativa en la Araucanía (Chile) [Prioritization of territories for educational management in Araucanía, Chile]. Perfiles Latinoamericanos, 25(49), 225–249. https://doi.org/10.18504/pl2549-010-2017 DOI: https://doi.org/10.18504/pl2549-010-2017
Powell, J. J. W., Bernhard, N., & Graf, L. (2012). The emergent European model in skill formation: Comparing higher education and vocational training in the Bologna and Copenhagen processes. Sociology of Education, 85(3), 240–258. https://doi.org/10.1177/0038040711427313 DOI: https://doi.org/10.1177/0038040711427313
Quilaqueo, D., Fernández, C. A., & Quintriqueo, S. (2017). Discursive to base types of family education Mapuche. Universum, 32(1), 159–173. https://doi.org/10.4067/S0718-23762017000100159 DOI: https://doi.org/10.4067/S0718-23762017000100159
Quintriqueo, S., & Quilaqueo, D. (2019). Educación e interculturalidad: Aproximación crítica y decolonial en contexto indígena. [Education and interculturality: A critical and decolonial approach in an indigenous context.]. Ediciones Universidad Católica de Temuco.
Quintriqueo, S., Quilaqueo, D., Lepe-Carrión, P., Riquelme, E., Gutiérrez, M., & Peña-Cortés, F. (2014). Teaching training in intercultural education in Latin America. The Chilean case. Revista Electrónica Interuniversitaria de Formación del Profesorado, 17(2), 201–217. https://doi.org/10.6018/reifop.17.2.198021 DOI: https://doi.org/10.6018/reifop.17.2.198021
Radhouane, M. (2017). Former les enseignants aux approches interculturelles: Un consensus international aux orientations diverses [Training teachers in intercultural approaches: An international consensus with diverse orientations]. L’Education en Débats: Analyse Comparée, 8, 22–42. https://www.unige.ch/fapse/erdie/files/2515/0678/9667/Radhouane-EED8.pdf
Ragoonaden, K. (2011). La compétence interculturelle et la formation initiale: Le point sur le CECR et l’IDI [Intercultural competence and initial training: An update on the CEFR and the IDI]. Revue Canadienne de Linguistique Appliquée, 14(2), 86–105. https://journals.lib.unb.ca/index.php/CJAL/article/view/19859/21660
Riquelme, E., Quilaqueo, D., Quintriqueo, S., & Loncón, E. (2016). Dominance of western emotional education on indigenous context: the need for a culturally pertinent emotional education. Psicologia Escolar e Educacional, 20(3), 523–532. https://doi.org/10.1590/2175-3539201502031038 DOI: https://doi.org/10.1590/2175-3539201502031038
Ruffinelli, A. (2017). Educating reflective teachers: an approach under progress and dispute. Educação e Pesquisa, 43(1), 97–111. https://doi.org/10.1590/s1517-9702201701158626 DOI: https://doi.org/10.1590/s1517-9702201701158626
Schon, D. A. (1992). The reflective practitioner: how professionals think in action. Ediciones Paidós.
Shulman, L. S. (2005). Knowledge and Teaching: Foundations of the New Reform. Revista de Currículum y Formación de Profesorado, 9(2), 1–30. Disponible en: https://bit.ly/3ERHbaz
Sleeter, C. (2018). Curriculum transformation in a diverse society: who decides curriculum, and how? Relieve, 24(2), 1–12. https://doi.org/10.7203/relieve.24.2.13374 DOI: https://doi.org/10.7203/relieve.24.2.13374
Sosa, E, & Quintana, E. (2020). Interculturalty in the formative process of the teacher-to be of junior high education. REFCalE Revista Electrónica Formación y Calidad Educativa, 7(3), 135–149. http://refcale.uleam.edu.ec/index.php/refcale/article/view/3049/1853
Toussaint, P., & Fortier, G. (2002). Les compétences interculturelles en éducation, quelles compétences pour les futures enseignantes et futurs enseignants?: rapport de recherche [Intercultural skills in education, what skills for future teachers?: research report]. Université du Québec à Montréal.
UNESCO. (2010). Universal Declaration on Cultural Diversity. Praxis, (65-64), 279–285. https://bit.ly/3BNdBUv
UNESCO. (2016). Perspectivas sobre políticas docentes en América Latina y el Caribe. Aprendizajes de la Estrategia Regional de Docentes de la OREALC/UNESCO 2012–2016 [Perspectives on teacher policies in Latin America and the Caribbean. Learnings from the OREALC/UNESCO Regional Teacher Strategy 2012-2016]. https://bit.ly/3DZncWK
UNESCO. (2017). Division for inclusion, peace and sustainable development, education sector. Education for sustainable development goals: Learning objectives. https://unesdoc.unesco.org/ark:/48223/pf0000247444 DOI: https://doi.org/10.54675/CGBA9153
United Nations (2018). The 2030 Agenda and the Sustainable Development Goals: An opportunity for Latin America and the Caribbean. https://bit.ly/3AYZeIW
Varpio, L., Ajjawi, R., Monrouxe, L. V., O’Brien, B. C., & Rees, C. E (2017). Shedding the cobra effect: Problematising thematic emergence, triangulation, saturation and member checking. Medical Education, 51(1), 40–50. https://doi.org/10.1111/medu.13124 DOI: https://doi.org/10.1111/medu.13124
Villarroel, V. A, & Bruna, D. V. (2017). Pedagogical competencies of university teachers: a case study, which incorporates the perspective of chilean teachers and students. Formación Universitaria, 10(4), 75–96. https://doi.org/10.4067/S0718-50062017000400008 DOI: https://doi.org/10.4067/S0718-50062017000400008
Zabalza, M.A. (2009). Competencias docentes del profesorado universitario [Teaching competencies of university professors]. Ediciones Narcea.
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2023 Journal of Ethnic and Cultural Studies
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
By submitting a manuscript to JECS, authors agree to transfer without charge the following rights to JECS upon acceptance of the manuscript: first worldwide publication rights and the right for JECS to grant permissions as JECS editors judge appropriate for the redistribution of the article, its abstract, and its metadata in professional indexing and reference services. Any revenues from such redistribution are used solely to support the continued publication and distribution of articles.
Accepted 2023-06-26
Published 2023-08-14
The journal is licensed under a 