Proposed Abstract: Action Research on Intercultural Sensitivity in Teacher Education

Title:From Attitudes to Action – Developing Intercultural Sensitivity in Teacher Education through Action Research

Dr. Ofer Gat: Kaye Academic College of Education; Beit-Berl Academic College

Background: In an increasingly multicultural educational landscape, this study examines the development of intercultural sensitivity among minority pre-service teachers. The project took place in Israel and focused on 16 Bedouin Arab teacher education students participating in a collaborative, mixed Arab-Jewish course designed to foster intercultural competence. By foregrounding the experiences of a marginalized group in a diverse academic setting, the research addresses how future educators navigate cross-cultural interactions and how educational

interventions can enhance intercultural readiness.

Findings: Two salient phenomena were identified among the Bedouin trainees: “intercultural personal struggle” and “intercultural distress.” These constructs capture a dynamic tension between maintaining protective cultural boundaries and desiring meaningful cross-cultural engagement. Participants initially exhibited mixed attitudes towards intercultural learning, ranging from passive reliance on institutional diversity initiatives to active engagement in culturally responsive practices. Key barriers hindering intercultural interaction were also noted – including language gaps, social segregation, and lack of prior preparation for mixed-group collaboration. Despite these challenges, over the course of the intervention many students showed growth in cultural self-awareness and willingness to collaborate across differences.

Innovation – The Intercultural Sensitivity Model: A major outcome of this project is the development of a novel six-step model for intercultural sensitivity in teacher education. This educational model translates intercultural attitudes into actionable teaching competencies. It progresses from building systematic cultural knowledge and acknowledging historical inequities, through fostering critical consciousness about social divisions, to implementing culturally relevant curriculum and engaging in practical cross-cultural projects. The final steps emphasize training future teachers to balance meaningful intercultural connections with maintaining professional boundaries in diverse classrooms. This structured framework is a theoretical and practical innovation, as it integrates insights from the participants’ lived experiences into a replicable strategy for teacher training. By moving “from attitudes to action,” the model helps educators not only understand cultural differences but also actively bridge them through pedagogy.

Conclusion and Significance: This action research project demonstrates how targeted pedagogical interventions can enhance intercultural sensitivity among teacher candidates. The findings suggest that providing guided intercultural experiences and reflection opportunities can transform initial discomfort or hesitation into growth in empathy and cultural competence. The proposed six-step model offers teacher educators a concrete tool to prepare culturally responsive educators capable of working in ethnically divided or diverse societies. This work contributes to the global and European discourse on equity in education by showing how research knowledge can inform actionable practice. In line with ECER 2026’s theme of “Knowing and Acting,” the study illustrates the changing conditions of educational research by actively involving participants in knowledge co-creation and applying research insights to foster more inclusive educational environments. The project’s implications extend beyond the Israeli context, providing a roadmap for other teacher education programs seeking to cultivate intercultural sensitivity and improve social cohesion through education.

Keywords: Intercultural sensitivity, multicultural teacher education, action research, Bedouin students, intercultural competence model, diversity and inclusion in education

Method: An action research approach was adopted within a qualitative case study framework. Bedouin and Jewish instructors co-designed a semester-long intervention where students engaged in bi-cultural team activities and reflective journaling. Guided reflection prompts and group discussions encouraged participants to critically examine their attitudes and experiences. Qualitative content analysis of the Bedouin students’ reflections (collected throughout the course) was conducted to identify emerging themes and changes in perspectives. This iterative, reflective process allowed the researcher to refine pedagogical strategies in real-time, aligning with the participatory nature of action research.

Conclusion and Significance: This action research project demonstrates how targeted pedagogical interventions can enhance intercultural sensitivity among teacher candidates. The findings suggest that providing guided intercultural experiences and reflection opportunities can transform initial discomfort or hesitation into growth in empathy and cultural competence. The proposed six-step model offers teacher educators a concrete tool to prepare culturally responsive educators capable of working in ethnically divided or diverse societies. This work contributes to the global and European discourse on equity in education by showing how research knowledge can inform actionable practice. In line with ECER 2026’s theme of “Knowing and Acting,” the study illustrates the changing conditions of educational research by actively involving participants in knowledge co-creation and applying research insights to foster more inclusive educational environments. The project’s implications extend beyond the Israeli context, providing a roadmap for other teacher education programs seeking to cultivate intercultural sensitivity and improve social cohesion through education.

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