Educational methodologies and interculturality Reflections from an internship at the University of Valladolid, Spain

Abstract

This essay describes and compares the educational methodologies implemented in a Spanish university, with special emphasis on the evaluation system and analyzing the implications of the essay-type written exam in contrast with the evaluation methods of the Universidad Católica del Maule. It also analyzes the concept of interculturality, its importance in teacher training and the development of key competencies to face culturally diverse classrooms. Finally, it concludes that the teaching methodology of the Spanish university has a fundamentally transmissive approach and the evaluation system is centered on a final exam characterized by the demands of organizing and presenting arguments in a limited time, which
has a direct impact on the cognitive process of the students; but also by the conditions of pressure and anxiety to which those who take it are subjected. Regarding interculturality, it is concluded that intercultural experience in teacher training is essential both to be more aware of the educational challenges and to develop skills necessary in the current Chilean context. Among these skills, social initiative, open-mindedness and cultural empathy stand out, which should be further integrated into the curricula of teaching careers.