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Rybalko, L. S., Korobeynik, V. A., & Ivanov, D. S. (2019). Formation of professional competence to training for much arts of future teachers of physical education.

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Cultural competence is formed when you gain a deep understanding of the factors that shape a culture’s world view. In other words you can understand the root cause of something from the other cultures perspective. Agreement is not required.

The question is what we would like to share. In our programme we introduce some ideas from following video: http://coerll.utexas.edu/methods/modules/culture/01/which.php Personally I like the idea of cultural items which can be observed and those we have to gain by socializing with other people of different age, nationality, travel experience, experiences etc.

I think any discussion of cultural competence should necessarily begin with a discussion of what cultural competence actually is, i.e., which operational definitions we are using to inform our understanding. Doing so will allow us to see if our instruction is actually allowing cultural competence to ‘form’ in our students as you suggest.

For example, Moule (2012), drawing on the earlier work of Cross (1989), discusses “five basic skills necessary for cross-cultural teaching” (p. 14). These skill areas include: (1) awareness and acceptance of difference; (2) self-awareness; (3) the dynamics of difference; (4) knowledge of the students’ culture; and (5) adaptation of skills. From a more learner-centered (or language-user centered) perspective, Michael Byram (1997) proposed the model of Intercultural Communicative Competence and the specific factors that make up this competence (e.g., skills, attitudes, knowledge, and education).

By first reviewing and then adopting one of these frameworks, we can work to target these specific skills in our classrooms. The danger in not adopting some sort of operational definition of cultural competence comes from the risk of preparing and delivering instruction that, at best, does not address these issues directly or, at worst, completely pushes students in the wrong direction.

From a teacher's perspective, it is the ability to interpret your students' actions: ways of acquiring knowledge, solving problems, learning, communicating, dealing with conflict, and attitudes toward disclosure. This will inform the teacher's pedagogical strategies, giving students a feeling of being understood. It also means not judging students from the teacher's own cultural norms and values