Creating and combining models of Intercultural competence for teacher education/training : On the need to rethink IC frequently

Abstract

In this chapter, the author argues that one of the conditioning elements, education, should help break such patterns and shake up the divide between the ‘oneness’ of nature and the tendency to construct interculturality as something problematic. He also contributes to questioning this problematic and widespread attitude. The Postmodern model has been taught in many different countries (China, Finland, France, Luxembourg, amongst others) over the past decade. It has been used in initial teacher education at the University of Helsinki (Finland). If introduced alongside, the Postmodern Model and Confucian Model can help those involved in teacher education/training reflect on interculturality theoretically, methodologically and ethically. The author presents two complementary models of Intercultural Competence, which offer some reflections on ‘new paths to discover’. Long-term engagement with them in initial and in-service teacher education could have an influence on (student) teachers.