The Repository @ St. Cloud State

Open Access Knowledge and Scholarship

Date of Award


Culminating Project Type


Degree Name

Educational Administration and Leadership, K-12: Ed.D.


Educational Administration and Higher Education


School of Education

First Advisor

Kay Worner

Second Advisor

Roger Worner

Third Advisor

Daria Paul

Fourth Advisor

John Eller

Creative Commons License

Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.

Keywords and Subject Headings

intercultural competence, intercultural competence development, IDI Guided Development, preservice teachers, intercultural competence coaching, Intercultural Development Inventory


The qualitative case study examined Intercultural Development Inventory (IDI) pre-post test data and responses from a sample of preservice teachers. The study focused on the effect of the process of administering IDI Guided Development to increase the intercultural competence of preservice teachers.

The study was based on the conceptual framework of the Intercultural Development Continuum (IDC), adapted from the Developmental Model of Intercultural Sensitivity originally proposed by Dr. Milton Bennett. In addition, intercultural competence models, theories, practices, and strategies were examined, including Deardorff’s Developing and Assessing Intercultural Competence Models, Kolb’s Experiential Learning Theory, Mezirow’s Transformative Learning Theory, Loden’s Dimensions of Diversity Wheel, and Weigl’s Cultural Self-Study.

The findings of the study revealed how effective IDI Guided Development, a comprehensive five-step developmental process, combined with individualized coaching guidance by an IDI Qualified Administrator, produced impressive increases in intercultural competence development.

Drawing on many educational theories and models, the study results demonstrated the importance of using a combination of a high-quality assessment tool, a transformative experiential learning process for change, measurable goals and outcomes, and a coach to facilitate the development of intercultural competence.



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