La inclusión educativa de la inmigración y la formación intercultural del profesorado

Abstract

The inclusion of individuals from different ethnic and cultural backgrounds has become one of the main challenges of pluralistic and democratic societies. School is one of the nerve centers so that this challenge could be assumed and managed efficiently, both under regulatory provisions and as pedagogical functionality.Thus, teachers’ intercultural education is an essential part of organizational and curricular gears focused on acquiring useful skills in a global world. Starting from the basic premise that such training should consider the field of cooperative learning techniques, we conducted an exploratory study with a sample of 368 Early Childhood and Primary teachers (cluster sampling), aimed at the detection of training needs in this field. The study is concluded by requesting, among other improvements, the introduction of contents of intercultural scope in teachers’ initial and continuous training, the application of the school as a unit of training activity, and the creation of strategic bonds between universities and the educational administration, keeping in mind the development of intercultural competences from within the educational system.

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