# Understanding cultural diversity and intercultural competences in music education: Perspectives of teacher education students

<table border="0" id="bkmrk-autori" style="border-collapse: collapse; width: 100%; height: 233.6875px;"><tbody><tr style="height: 108.375px;"><td style="width: 99.9762%; height: 108.375px;">##### **[![logo stoo2_1 (no).png](https://hub.ufzg.hr/uploads/images/gallery/2024-09/scaled-1680-/logo-stoo2-1-no.png)](https://hub.ufzg.hr/uploads/images/gallery/2024-09/logo-stoo2-1-no.png)**

</td></tr><tr style="height: 96.3125px;"><td style="width: 99.9762%; height: 98.2375px;">##### **Blaženka Bačlija Sušić, Martina Mičija Palić, Tomislav Cvrtila**


*University of Zagreb, Faculty of Teacher Education*

</td></tr><tr style="height: 29px;"><td style="width: 99.9762%; height: 29.6px;">*blazenka.baclijasusic@ufzg.hr, martina.micijapalic@ufzg.hr, tomislav.cvrtila@ufzg.hr*

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<table border="0" id="bkmrk-vedrana-kuti-stru%C4%8Dni" style="border-collapse: collapse; width: 100%; height: 29.6px;"><tbody><tr style="height: 29.6px;"><td style="width: 33.2909%; height: 29.6px;">**The importance of art education for the cognitive, social, and emotional development of children and youth**

</td><td class="align-center" style="width: 33.2928%; height: 29.6px;">**Number of the paper: 162**</td><td style="width: 33.2928%; height: 29.6px;"></td></tr></tbody></table>

<table border="0" id="bkmrk-sa%C5%BEetak-klju%C4%8Dne-rije" style="border-collapse: collapse; width: 100%; height: 387.2px;"><tbody><tr style="height: 29.6px;"><td style="width: 99.8765%; height: 29.6px;">**<span lang="SK">Abstract</span>**

</td></tr><tr style="height: 281.6px;"><td style="height: 281.6px;"><span lang="EN-US">The concept of intercultural competence implies educators' optimal responsiveness and understanding of the richness and limitations of their own sociocultural contexts and those of their students. Respect for cultural diversity and various musical traditions, coupled with an appreciation of intercultural music education, can significantly contribute to developing intercultural competences among future early childhood educators (ECEs) and teachers.</span>

<span lang="EN-US">Building upon the findings of grounded theory, the Model of Intercultural Competences in the context of music education highlights the necessity of analyzing intercultural competences through the processes, actions, and interactions of future teachers and ECEs from diverse backgrounds (Sukmayadi &amp; Sandie Gunara, 2019).</span>

<span lang="EN-US">This paper aims to elucidate the understanding and perception of cultural diversity and intercultural competences in the learning and teaching of music from the perspective of teacher education students, with the goal of further developing the concept of intercultural competences within the realm of music education.</span>

<span lang="EN-US">Based on Joseph and Southcott's (2009) exploration of cultural diversity in music education, a questionnaire comprising several subscales was developed for research purposes.</span>

<span lang="EN-US">It is </span><span lang="EN-US">expected that the conducted research will provide implications and contribute to understanding educational practices from the perspective of intercultural sensitivity and the development of intercultural music competences among future ECEs and teachers. This is particularly relevant in the context of conducting musical activities aimed at enhancing educational programs and fostering a fairer, more inclusive curriculum.</span>

</td></tr><tr style="height: 29.6px;"><td style="width: 99.8765%; height: 29.6px;">***<span lang="SK">Key words</span>***

</td></tr><tr style="height: 46.4px;"><td style="width: 99.8765%; height: 46.4px;">*<span lang="EN-US"><span lang="EN-US">early childhood educators and teachers; interculturalism; music education; teacher education students;</span> </span><span lang="EN-US"><span lang="EN-US">sociocultural context</span></span>*</td></tr></tbody></table>


<table border="0" id="bkmrk-ime-i-prezime%C2%A0-sveu%C4%8D" style="border-collapse: collapse; width: 100%; height: 127.838px;"><tbody><tr style="height: 98.2375px;"><td style="width: 100.064%; height: 98.2375px;">##### **Blaženka Bačlija Sušić, Martina Mičija Palić, Tomislav Cvrtila**


*University of Zagreb, Faculty of Teacher Education*

</td></tr><tr style="height: 29.6px;"><td style="width: 100.064%; height: 29.6px;">*blazenka.baclijasusic@ufzg.hr, martina.micijapalic@ufzg.hr, tomislav.cvrtila@ufzg.hr*

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<table border="0" id="bkmrk-pedagogija%2C-didaktik" style="border-collapse: collapse; width: 100%;"><tbody><tr><td style="width: 33.3651%;">**Važnost umjetničkog obrazovanja**

</td><td class="align-center" style="width: 33.3651%;">**Broj rada: 162**</td><td style="width: 33.3651%;"> </td></tr></tbody></table>

<table border="0" id="bkmrk-sa%C5%BEetak-lorem-ipsum-" style="border-collapse: collapse; width: 100%; height: 260px;"><tbody><tr style="height: 29px;"><td style="width: 99.87654320987654%; height: 29px;">**<span lang="SK">Sažetak </span>**

</td></tr><tr><td><span lang="PL">Koncept interkulturalnih kompetencija podrazumijeva optimalnu reakciju odgojitelja i učitelja te razumijevanje bogatstva i ograničenja kako vlastitoga sociokulturnog konteksta, tako i sociokulturnoga konteksta djece. Uz poštovanje kulturne raznolikosti i različitih glazbenih tradicija, uvažavanje interkulturalnoga glazbenog obrazovanja može značajno pridonijeti razvoju interkulturalnih kompetencija među budućim odgojiteljima i učiteljima.</span>

<span lang="PL">Nadovezujući se na nalaze utemeljene teorije, Model interkulturalnih kompetencija u kontekstu glazbenoga obrazovanja naglašava potrebu za analizom interkulturalnih kompetencija kroz procese, aktivnosti i interakcije budućih učitelja i odgojitelja iz različitih sredina (Sukmayadi i Sandie Gunara, 2019) .</span>

<span lang="PL">U svrhu daljnjega razvoja koncepta interkulturalnih kompetencija u području glazbenoga obrazovanja cilj je rada razjasniti razumijevanje i percepciju kulturne raznolikosti i interkulturalnih kompetencija u učenju i poučavanju glazbe iz perspektive studenata učiteljskih studija. Na temelju istraživanja kulturne raznolikosti u glazbenom obrazovanju (Joseph i Southcottu, 2009) kreiran je upitnik koji se sastoji od nekoliko podskala.</span>

<span lang="PL">Očekuje se da će provedeno istraživanje imati implikacije i doprinijeti razumijevanju odgojno-obrazovnih praksi iz perspektive interkulturalne osjetljivosti i razvoja interkulturalnih glazbenih kompetencija kod budućih odgojitelja i nastavnika. Ovo je posebno važno u kontekstu provođenja glazbenih aktivnosti usmjerenih na poboljšanje obrazovnih programa i njegovanje pravičnijega i inkluzivnijega kurikula.</span>

</td></tr><tr style="height: 29px;"><td style="width: 99.87654320987654%; height: 29px;">***<span lang="SK">Ključne riječi</span>***

</td></tr><tr style="height: 29px;"><td style="width: 99.87654320987654%; height: 29px;">*<span lang="PL">odgajatelji i učitelji; interkulturalizam; glazbeno obrazovanje; studenti učiteljskih studija; sociokulturni kontekst</span>*

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