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dc.contributor.advisorMoate, Josephine
dc.contributor.authorZheng, Huanhuan
dc.date.accessioned2018-06-19T10:21:47Z
dc.date.available2018-06-19T10:21:47Z
dc.date.issued2018
dc.identifier.urihttps://jyx.jyu.fi/handle/123456789/58626
dc.description.abstractNowadays, globalization has increased the interaction and encounters between diverse cultures, which makes intercultural competence increasingly imperative in multicultural situations. Students are the masters of the future world, as are the English teachers, who play a principle role in students’ development (Polat & Ogay, 2014). It is therefore vital to consider the current situation of intercultural competence’s teaching, and what are the possible ways to cultivate and promote students’ intercultural competence. The aim of the study is to explore Finnish upper secondary English teachers’ cognition and practice of teaching intercultural competence. The dataset includes recordings of teacher interviews and videos of classroom teaching from four English teachers from the same Finnish senior high school have been transcribed and observed. The main focus of the analysis is concerning the questions of where intercultural issues are presented and how they are incorporated into classroom practice, with the extracts or key moments taken out for further analysis. Using Borg’s theory of teacher cognition, it is found that though teachers seek to teach intercultural competence, theses attempts are quite limited due to the influence of their previous experience of learning and teaching, and the contextual factors mostly for textbooks design and matriculation exams. Moreover, teachers’ practices which incorporate intercultural competence were selected and analyzed based on Byram’s model of intercultural competence consisting of knowledge, skills, attitudes and critical cultural awareness(Byram, 1997). Accordingly, suggestions on how to teach intercultural competence are concluded and put forward which might support future teaching.en
dc.format.extent69
dc.language.isoen
dc.subject.otherintercultural competence
dc.subject.otherteacher cognition
dc.subject.otherteaching practice
dc.subject.otherprevious experience
dc.subject.othercontextual factors
dc.titleExploring Finnish upper secondary English teachers’ cognition and practice of teaching intercultural competence
dc.identifier.urnURN:NBN:fi:jyu-201806193265
dc.type.ontasotMaster’s thesisen
dc.type.ontasotPro gradu -tutkielmafi
dc.contributor.tiedekuntaKasvatustieteiden ja psykologian tiedekuntafi
dc.contributor.tiedekuntaFaculty of Education and Psychologyen
dc.contributor.laitosKasvatustieteiden laitosfi
dc.contributor.laitosDepartment of Educationen
dc.contributor.yliopistoJyväskylän yliopistofi
dc.contributor.yliopistoUniversity of Jyväskyläen
dc.contributor.oppiaineMaster's Degree Programme in Educationfi
dc.contributor.oppiaineMaster's Degree Programme in Educationen
dc.rights.copyrightJulkaisu on tekijänoikeussäännösten alainen. Teosta voi lukea ja tulostaa henkilökohtaista käyttöä varten. Käyttö kaupallisiin tarkoituksiin on kielletty.fi
dc.rights.copyrightThis publication is copyrighted. You may download, display and print it for Your own personal use. Commercial use is prohibited.en
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