International School Teachers in Iran and Their Intercultural Communicative Competence: Does Sociocultural Background Make a Difference?

IF 1.4 Q2 EDUCATION & EDUCATIONAL RESEARCH Journal of Research in International Education Pub Date : 2022-04-01 DOI:10.1177/14752409221091902
Masoomeh Estaji, Sarvenaz Tabrizi
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Abstract

This research study examined international school teachers’ perceptions of Intercultural Communicative Competence (ICC), and whether or not the teachers’ sociocultural background could predict their ICC level. To collect data, 55 international school teachers participated in the quantitative phase of the study, out of which nine were selected for a semi-structured interview in the qualitative phase. Participants were requested to complete two questionnaires, one to gather demographic information and one to assess their perceptions and level of ICC (Yildiz, 2016; Zhou, 2011). The results of data analysis showed that, in the context of teachers working in international schools in Tehran, sociocultural factors such as age, number of countries visited and duration of the visits, and number of languages spoken, could not predict teachers’ perception of ICC; gender was the exception. The quantitative findings revealed the lack of connection between prior international experience of the teachers and their ICC perception. Teacher participants found ICC as a way of respecting other cultures and accepting cultural differences. They also believed that attending international schools would positively affect students and teachers’ cultural identity.
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伊朗国际学校教师及其跨文化交际能力:社会文化背景会产生影响吗?
本研究考察了国际学校教师对跨文化交际能力(ICC)的认知,以及教师的社会文化背景是否可以预测其ICC水平。为了收集数据,55名国际学校教师参与了该研究的定量阶段,其中9名教师在定性阶段进行了半结构化访谈。参与者被要求完成两份问卷,一份用于收集人口统计信息,另一份用于评估他们对ICC的认知和水平(Yildiz,2016;周,2011)。数据分析结果表明,在德黑兰国际学校工作的教师中,年龄、访问国家的数量和访问时间以及所说语言的数量等社会文化因素无法预测教师对国际商会的看法;性别是个例外。定量研究结果表明,教师先前的国际经验和他们对国际商会的看法之间缺乏联系。教师参与者发现ICC是一种尊重其他文化和接受文化差异的方式。他们还认为,就读国际学校将对学生和教师的文化认同产生积极影响。
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来源期刊
Journal of Research in International Education
Journal of Research in International Education EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
2.30
自引率
14.30%
发文量
11
期刊介绍: The Journal of Research in International Education is an international, peer-reviewed journal in international education for schools, examiners and higher education institutions throughout the world. The Journal of Research in International Education seeks to advance the understanding and significance of international education. It sets out to undertake a rigorous consideration of the educational implications of the fundamental relationship between human unity and human diversity that ''education for international understanding'' requires. The JRIE encourages an approach to research in international education that will close the gap between the well established emergent theory and diverse practice throughout the world. In this context, international education is concerned with the promotion of education for international understanding and human rights, and may include peace education, global education and intercultural education. Authors may address, for example, the curriculum, institutional concerns, the history of education, policy and pedagogy at all levels.
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