Promotion de la compétence interculturelle dans la formation des enseignants : une expérience de dialogue trinational de co-construction
- Lisseth Rojas- Barreto
, - Jairo Enrique Castañeda-Trujillo,
- Bryan Meadows
Résumé
Cet article analyse, par le biais d'une étude de cas interprétative, l'utilité d'une stratégie d'apprentissage expérimental, à savoir les dialogues de co-construction interculturelle, pour aider les enseignants en formation pédagogique de trois pays à améliorer leurs compétences en CI. Les quinze participants se sont engagés dans quatre mois d'activités dialogiques en utilisant des technologies numériques de télécollaboration et ont généré des données écrites et verbales, qui ont été codées de manière collaborative. L'analyse était basée sur le modèle de compétence communicative interculturelle de Byram (2021). L'étude a déterminé que les étudiants participants s'engageaient principalement dans deux composantes de la CCI: les attitudes interculturelles et la conscience culturelle critique. La discussion met en évidence la progression des étudiants dans les éléments clés de la CCI, tels que la suspension du jugement, les perspective ethnorelationnelles et les sensibilités locales. Il est conclu que la stratégie des dialogues de coconstruction interculturelle a favorisé l'appréciation des connaissances culturelles globales et locales et a promu la conscience critique des environnements sociaux. Cette approche devrait être encouragée dans la formation des enseignants pour soutenir des pédagogies culturellement durables.
Mots-clés
compétence interculturelle, télé-collaboration, formation initiale des enseignants, dialogues de co-construction, conscience interculturelle critique, attitudes interculturelles
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