Techno-pedagogical and Intercultural Competences in the Initial Training of Foreign Language Teachers

Abstract

The training of foreign language teachers requires the development of professional competencies that enable them to respond to the needs of a globalized, technological, and multicultural society. Research indicates that teachers, although they possess various skills within the framework of digital competence (DC), do not feel capable of promoting students’ intercultural communicative competence (ICC) through these tools. The aim of this study is to analyze and describe whether there is a significant relationship in the opinions of 44 pre-service teachers (PSTs) regarding the development of their digital, intercultural, and pedagogical competencies. In the study, 17 PSTs carried out the tasks of a virtual exchange project (VEP), while 27 completed the general tasks of a Master's course in Spanish as a Foreign Language. Using a mixedmethod approach and a quasi-experimental design with a control group (CG) and an experimental group (EG), both a questionnaire and focus groups were conducted after the project to assess participants’ perceptions of the competencies acquired. Quantitative results show that the EG, compared to the CG, significantly improved in their ability to identify stereotypes and prejudices and to act as mediators (related to ICC), as well as in their recommendation of the VEP as part of teacher training (in relation to DC). Qualitative results highlight the benefits of the project in enhancing technopedagogical and emotional competencies. It is concluded that the VEP appears to have positive effects on ICC and other transversal competencies, although it presents limitations that need to be addressed regarding teachers' digital competence.