Hermanson, Durwin D. (2018). Using IDI Guided Development to Increase Intercultural Competence. Culminating Projects in Education Administration and Leadership. 41.
The qualitative case study examined Intercultural Development Inventory (IDI) pre-post test data and responses from a sample of preservice teachers. The study focused on the effect of the process of administering IDI Guided Development to increase the intercultural competence of preservice teachers. The study was based on the conceptual framework of the Intercultural Development Continuum (IDC). In addition, intercultural competence models, theories, practices, and strategies were examined, including Deardorff’s Developing and Assessing Intercultural Competence Models, Kolb’s Experiential Learning Theory, Mezirow’s Transformative Learning Theory, Loden’s Dimensions of Diversity Wheel, and Weigl’s Cultural Self-Study. The findings of the study revealed how effective IDI Guided Development, a comprehensive five-step developmental process, combined with individualized coaching guidance by an IDI Qualified Administrator, produced impressive increases in intercultural competence development. Drawing on many educational theories and models, the study results demonstrated the importance of using a combination of a high-quality assessment tool, a transformative experiential learning process for change, measurable goals and outcomes, and a coach to facilitate the development of intercultural competence.
2018
Qualitative
Higher Education (General)
2016-2020
