Teacher Training in Intercultural Education: Teacher Perceptions

Abstract

Background: The aim of the present study was to evaluate teacher perceptions on the training received in intercultural education. Methods: The article presents a quantitative, non- experimental and ex-post-facto type of research; directed to inquire about the perceptions of the teachers of primary education in Andalusia (Spain) in relation to the intercultural training received. Based on the descriptive survey method, two questionnaires were administered to a sample composed of 320 students and 80 teachers. Results: The results show certain strengths of the training teacher programs in the field of interculturality (encouragement of reflection, participation and collaboration …), as well as weaknesses (decontextualization, inflexibility, primacy of theoretical learning, non-transversal character, etc.). Conclusions: Despite strengths, intercultural teacher training continues to be a challenge in Andalusia.

A Qualitative Study on the Intercultural Educational Sensitivity of the Professors at the University of Malaga (Spain)

“…These data coincide with other studies [9,28], in which it is noted that the processes of exchange of information, feelings, and emotions, in addition to the self-reflection that accompanies them, are fundamental to develop the understanding of one's own identity and that of others. This study also provides results about the initial training of future education professionals in order to facilitate the promotion of intercultural competences that are in line with those of other studies [6,[21][22][23]. These studies highlight that the role of the university teacher should be to identify, design, and develop intercultural learning opportunities.…”

“…University faculties must encourage experiential intercultural learning situations through the use of innovative methodologies to promote commitment to cultural diversity [20,21]. It is becoming increasingly important for training institutions to work within the framework of a holistic and open conception of interculturality.…”

Construct Validity of the Attitudes towards Maghrebis in Education Scale (AMES)

“…This kind of attitude may also contribute to migration management by the European institutions, since it depends on the positive attitudes toward the reception and integration of migrants within an inclusive educational and citizen approach [ 59 ]. Previously, some studies [ 60 , 61 ] had only focused on evaluating teachers regarding their training attitudes, evaluating their positive perceptions regarding the inclusion of interculturality in schools as a pedagogical proposal. However, until today, there are hardly any studies interested in studying the attitudes towards interculturality in other socio-educational agents, such as families and citizenship in general, which also have a notable impact on this process.…”

Intercultural Competence Development at Universities

“…On the contrary, our results suggest just our own proposed thoughts, opinions, observations, and experience through our own understanding. V. Figueredo-Canosa and coauthors are right that "it is necessary to enhance the experiential character of the formative processes and link them to reality, so as to favor meaningful learning… It is essential to acquire basic knowledge about different cultures and languages" (Figueredo-Canosa et al, 2020). Definitely, the research has some limits, mainly as for the quantitative methodology.…”