Abstract
The aim of the study is to assess the development of intercultural communicative competence (ICC) in student teachers of English language for elementary schools within a study subject Intercultural Communicative Competence. The phenomenon of interculturality poses new demands not only on pedagogical practice, but on research too.
In the subsequent part of the study focus lies on intercultural education, the key aim of which is defined as development of ICC. The basis for the further empirical part is to conceptualize the construct of ICC and to elaborate on its consequent didactic aspects, i.e. its development and assessment.
In the empirical study we use the following data collection techniques: questionnaire and focus groups with the aim to investigate whether the students´ ICC developed and if yes, then in which dimensions and to what extent. In conclusion, implications for pedagogical theory and practice are discussed on the basis of the gained research outcomes, i.e. development mainly in the dimensions of knowledge and skills.