The research highlighted the correlation of the intercultural competencies of middle school students in Georgia with their civic activities and levels of integration, as well as the factors contributing to the development of relevant competencies of students at the formal educational level. In particular, interactive learning contributes to the development of intercultural competencies in students and the integration of different cultural groups, their involvement in the decisionmaking process, in taking initiatives, and so on. This experience gained in the learning process helps the student to develop the skills needed for an active citizen. The analysis of the research results also revealed: (a) knowledge of different cultures by students and recognition of diversity are in a positive correlation with their willingness to engage, appreciate and take into account different opinions when making decisions; (b) the advantage of the experience gained through informal communication compared with the formal one over the development of students' ABOUT THE AUTHOR The research was held at Ilia State University within the framework of the project Democratic Citizenship in Schools of Georgia: Challenges and Avenues for Development (#FR-18-1887) funded by Shota Rustaveli National Science Foundation of Georgia. The project is implemented by professors of School of Education at Ilia State University: David Malazonia (Study Director) and researchers Sofiko Lobzhanidze, Shorena Maglakelidze, Nino Chiabrishvili and Zakaria Giunashvili. The Project has been aimed at examining school students' competencies in democratic citizenship, developing different pedagogical approaches encouraging and supporting development of these competencies. Researchers have valuable experience in intercultural and civic/citizenship education and instructional strategies. They have actively participated in different projects at national and international levels, such as Intercultural Education: Problems and Development Perspectives in Georgia; Development of International Model for Curriculum Reform Supporting Multicultural and Citizenship Education, etc. They also actively participate in national and international conferences, forums and trainings devoted to intercultural and citizenship education.

No abstract

Studies confirm that professional development at the school base through the teachers’ collaboration is the most result-oriented outcome among the alternative ways of teachers’ professional development. One of the declared goals of the centralized system of teachers’ professional development and performance assessment operating in Georgia is to facilitate teachers’ collaboration. However, the contribution of the mentioned system in strengthening the teachers’ collaboration has not been studied so far. The purpose of the present research was to study the impact of the centralized system of teachers’ professional development and performance assessment on teachers’ collaboration at general educational institutions. The issue was studied using the qualitative methods - focus group, interview, and content analysis of documents. Eight schools were selected for the study. Two focus groups were conducted with teachers and one interview was recorded with a school leader at each school. Furthermore, Interviews with six experts in the field were recorded. It was demonstrated that the centralized system of professional development and assessment focused on developmental assessment helps to strengthen the teachers’ professional relations. Activities closely related to the teacher's work, the correct attitude of the school leaders, teachers’ involvement in making decisions, the existence of preset goals, working schedule and space are important for collaborative relations. Existence of unified mechanisms for professional development, mistrust among colleagues, changes being constantly introduced to the education system, shortage of time were revealed as hindering factors for teacher collaboration. Keywords: qualitative research, school-based teachers’ professional development, teachers’ assessment, teachers’ collaboration

No abstract

No abstract