Theoretical and methodological management for the development of intercultural communicative competence in teacher training

Abstract

This article proposes a theoretical and methodological framework to contribute to the development of Intercultural Communicative Competence in the initial training of foreign language teachers at the Central University “Marta Abreu” of Las Villas. Within this context, shortcomings in curricular integration are identified, such as the lack of a definition of this competence, concrete indicators and procedures for its evaluation, and methodological guidelines. A predominantly quantitative design was employed, including document analysis, questionnaires, interviews, and the Wilcoxon signed-rank test. The proposal was validated through a pre-experiment and expert review. The resulting framework integrates a definition of Intercultural Communicative Competence with an integrative and contextualized vision, indicators for its evaluation, requirements for its development, procedures for integration at different levels of the curriculum (macro, meso, and micro), and methodological guidelines for teachers. The quality, applicability, and potential results of the proposal are highly valued by specialists, and its effectiveness was corroborated through a pre-experiment.