This paper presents findings from an investigation that examined how pre-service teachers’ professional identity was shaped during a teacher education programme which adopted an Intercultural Communicative Competence (ICC) framework. ICC integrates the cognitive, affective and attitudinal skills necessary to interact appropriately and effectively in specific social and cultural contexts. We used the ICC framework to support the students’ understanding of cultural and social processes inherent to teaching.
Using a case study design, we investigated the development of the students’ professional identity through their participation in the ICC programme. This programme was implemented in an academic semester with the participation of 27 students who were in their last year of their teacher education programme in a public university. We will present our analysis of students’ reflexive essays written as part of the course requirements. As representations of the students’ thoughts, the texts were indicative of developing intercultural discourses as well as a vehicle for self-evaluation of their teaching decisions. The essays were analysed inductively through a recurring process of data classification, synthesis and encoding of the information, as well as the establishment of categories indicative of identity development.
Findings indicate that the pre-service teachers required conceptual clarification related to key notions in intercultural theory such as cultural identity, integration, ethnocentrism and relativism. Data also showed that as a result of their involvement in the programme, the students started to accept the concept of cultural diversity and moved from an ethnocentric positioning to an ethno relative one. This is illustrated by changing their idea that intercultural education is for minorities to recognising that it should include the host society. We also found that students valued the participation of family members as cultural mediators and recognised the ethical implications of working with migrant children. As teacher educators, we consider the future teachers’ participation in pedagogical experiences in real contexts as invaluable for the development of ICC. Our study recommends the inclusion of practicum placements in pre-service programmes in Chile in order for future teachers to reflect on the implications of teaching diverse populations, including migrants.
Keywords: ICC, pre-service teachers’ identity, teacher education, migration
