1.2　Purpose of the Study

The study assessed pre-service teachers’ global-mindedness using Hett’s (1993) GMS to determine what individual factors such as gender, perceived competence in non-native language or culture, frequency of interaction with people of diverse backgrounds, and teaching experience might influence pre-service teachers’ global-mindedness. The study examined whether those factors are significant predictors of pre-service teachers’intercultural competence by using the CQS. The study also investigated the correlation between pre-service teachers’ global-mindedness and their levels of intercultural competence. Based on the research results, this book presents the findings and their implications for teacher education programs and provides some suggestions for future studies.