Abstract
Confronting the current educational reality involves developing intercultural competence during and after training to produce an impact on educational practices that promote positive classroom interactions with culturally and linguistically diverse students. In this context, this article presents the results of the construction and validation of the Intercultural Competence for Pedagogy Students (ICPE) instrument in a Chilean university. Taking into account the focus of interest, intercultural education in initial teacher training, the validation sample of the survey included 521 students in initial teacher training. This research aimed to establish the goodness of fit of the scale by analyzing the reliability and validity of the construct through confirmatory factor analysis. The scale presented adequate psychometric properties, contributing to the measurement of intercultural competence in initial teacher training to support attention to students in their cultural diversity.
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