Competencias interculturales del profesorado de la enseñanza básica en Machala, Ecuador

Abstract

The objective of the present descriptive study was to analyze the intercultural competences of primary education teachers in Machala city (Ecuador). Cognitive, procedural, and attitudinal dimensions were determined and the study was systematized using analytical-synthetic, inductive-deductive, and statistical methods. Data was gathered through a survey of 442 randomly selected teachers through stratified sampling. The results showed teacher command on the regulations and laws that govern bilingual intercultural education. But, there was lack of knowledge about adequate methodologies for intercultural teaching. There were also limitations for instructing in native languages. It is concluded that the majority of surveyed teachers perceived that they had knowledge and showed sensitivity about their own cultural identity and that of their students. But, teachers also believed that they were limited in terms of intercultural methodologies and competences, which may explain the prevalent existing asymmetry between theory and practice.