Xây dựng khung năng lực văn hoá trong dạy học: Nghiên cứu trường hợp tại Trường Đại học Hà Nội
Tóm tắt
Cultural competence in teaching is not only a collection of knowledge, skills and attitudes, but also a manifestation of instructors' ethical responsibility and professional commitment to build an equitable and inclusive educational environment. This paper generates a framework of cultural competence in teaching in higher education from the paradigm of recognition. From this perspective, educators are able to fulfill the need for equal status and selfrealization of international students in multicultural higher education institutions. The conceptualization emerges from a qualitative study involving three cohorts of students from the Faculty of International Studies at Hanoi University. Data were collected through observations of 30 instructional sessions in research methodology courses, 15 indepth interviews with instructors and students of two field research programs conducted in Lao Cai and Ha Giang. These programs were organized in collaboration with the Gothenburg University (Sweden) and University College Dublin (Ireland). The resulting framework identifies five core domains of cultural competence in teaching: (1) cultural self-assessment, (2) valuing diversity, (3) management of dynamics of cultural differences, (4) cultural adaptability, and (5) institutionalization of cultural knowledge. This is the approach needed for higher education to truly meet the demands of an increasingly diverse and globalized society.
Tài liệu tham khảo
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