Analysis of intercultural competencies in pre-service teacher education syllabus in Spain

The proportion of immigrant pupils has been increasing in recent years and will continue to do so owing to the aging of the population and the increase in migration. This poses a challenge for teachers as there is little evidence of teacher training in Intercultural Competence (IC). This study determined Spanish pre-service teachers’ perceptions about the training they received in IC and their interest in receiving it. It also analyses the presence of IC (knowledge, attitudes, and skills) in the objectives of the syllabi of the courses of the degrees that qualify for the teaching profession in Spain. A validated survey was used to obtain teacher profiles and information on IC training. A rubric was designed to collect information on the objectives proposed by the subjects of the degrees that qualify future teachers in Spain. A total of 224 pre-service teachers were surveyed, and 185 university degrees qualified for the teaching profession were analysed. Specifically, 226 participants had syllabi. Pre-service teachers in Spain acknowledged that they did not feel interculturally competent. However, they were interested in the training. The analysis of the curricula (bachelor's and master's) confirmed areas of improvement in the knowledge, attitudes, and skills dimensions of IC. This study reveals a gap in university education in Spain, which is unable to respond to the demands of an increasingly diverse society and prepare teachers to meet the challenges of intercultural classrooms. • Spanish teachers are not prepared to deal with cultural diversity in their classrooms. • Spanish teachers want to be trained in intercultural competences. • Teaching qualifications in Spain do not provide training in intercultural competence. • Training in intercultural competencies is scattered throughout Spain’s curricula. • Teachers should reinforce the identification and prevention of prejudices/stereotypes.