Formation of intercultural competentency as important part of teaching

There is considerable overlap between the best practitioners of reflective educators who use learner-centered learning approaches ( Brookfield , 1995; McAlpine & Weston , 2000) and the best practices of educators between cultures who model perspectives, look for reviews and revise their learning approaches to meet student needs ( Bennett , 2011; Deardorff , 2009; Paige , 1996). This coincidence is one of the main reasons that curricula provide an excellent opportunity for the development of the intercultural competencies of graduate students. Training programs also enable graduate students to become part of a diverse community of instructors. The share of foreign students participating in the curriculum is very high ( Boman , 2013), giving participants the opportunity to form long-term professional relationships with peers in cultures. Facilitation abilities that are acquired by TPs as part of training curricula are also highly portable.