Preservice Teachers' Intercultural Competence: A Comparative Study of Teachers in Switzerland and Turkey

Abstract

Problem Statement: Every society consists of individuals different in termsof physical, psychological, and sociocultural characteristics.Differentiation in today’s societies has increased due to globalization,intensified immigration, advancements in communication technologies,and the recent increase in value of subcultures within the dominantculture. Consequently, human communities that maintain differentcharacteristics together have brought about the concept of multiculturalsocieties. Within these societies, teachers play the principle role inmaintaining the multicultural environment and managing its processes.Since teachers’ successful implementation of these tasks depends on theirlevel of intercultural competence, today’s teachers should develop theirintercultural competence.Purpose of Study: The present study aims to determine the interculturalcompetence levels of preservice teachers from Switzerland and Turkey.Methods: A descriptive survey model was used as the chief researchapproach. The study sample comprised 185 preservice teachers, 84 ofwhom were from Switzerland and 101 of whom were from Turkey. Datawere collected by means of the Multicultural Personality Questionnaireand a personal information form.Findings and Results: The intercultural competence levels of preserviceteachers from Switzerland and Turkey were found to be middling.Preservice teachers perceived themselves to be the most competent in thedimension of ‘cultural empathy,’ which was followed by ‘openmindedness,’‘social initiative,’ ‘flexibility,’ and ‘emotional stability,’respectively. The variable of preservice teachers’ university showedsignificant difference regarding the self-perception of interculturalcompetence. By culture, results revealed that preservice teachers fromSwitzerland had higher intercultural competence than those from Turkey,though such competence did not show significant differences according togender and department.Conclusions and Recommendations: The variable of nationality significantdiffered in preservice teachers’ perceptions of intercultural competence. InSwitzerland, whose preservice teachers’ perceptions of such competencewere higher, teacher training curricula include courses onmulticulturalism and intercultural education, while in Turkey suchcourses are not offered even as electives. Understanding multiculturalismnecessitates the renewal of preservice and in-service teacher trainingprograms. Teacher training should align with international standards andtopics, and include a systematic approach to promote interculturalcompetence.