Do Teachers Coming from Diverse Ethno-cultural Backgrounds Represent an Added Value for the Profession? Findings of a Study Conducted in French-Speaking Switzerland

Akkari, Abdeljalil; Bauer, Stéphanie; Radhouane, Myriam

doi:10.7459/ept/39.1.05

Cited by 8 publications

(3 citation statements)

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“…While in England there is a more consolidated research tradition investigating teacher preparation and its contribution to inclusion, in the French case such scholarship is rather limited. Overall, research on school integration in France is based on linear forms of inclusion and exclusion, such as education for special needs, disabilities (Detraux, 2001; Zaffran, 2007) or ethno‐cultural differences (Akkari et al, 2017). These are not yet fully addressed in teacher education programmes.…”

Section: Research On Teacher Preparation and Pupil Achievementmentioning

confidence: 99%

Policies for inclusive education practices in teacher education in the United Kingdom and France

Malet

2023

Euro J of Education

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Implementation of any inclusive policy is dependent on longstanding conceptions, beliefs, and public discourses on schooling, learning, and including children in mainstream schooling. The adoption of inclusive education in education policies in France and the United Kingdom requires discursive support to reshape the meaning and content of teachers' work, duties and practices. Although inclusive education is widely debated, analyses of the variations in policy narratives promoting inclusive teaching in Europe are lacking. This article reports on comparative and international analysis of discourses and policies for empowering teachers for continuous professional development and inclusive school practices. The analysis focuses on an exploration of varieties of articulations, resources, and conceptual dynamics in the UK and France. These elements are discussed within the broader scheme of the teaching profession, with reference to the inclusive education paradigm.

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Section: Research On Teacher Preparation and Pupil Achievementmentioning

confidence: 99%

Policies for inclusive education practices in teacher education in the United Kingdom and France

Malet

2023

Euro J of Education

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“…It provides awareness and reproduction of not only a certain knowledge set and value ideas of a particular ethnic community, but also moral, ethical and aesthetic views of its people through signsymbolic foundations (Higginbottom et al, 2011;Kokanovic, Petersen, & Klimidis, 2006;Stefanenko & Kupavskaya, 2010;Uraskina, Vahrusheva, Busygina, Yamaeva, & Borodina, 2022). Ethnocultural education, together with a similar attitude towards the cultures of other peoples, forms the basis of understanding and respecting one's culture (Akkari, Bauer, & Radhouane, 2017;Baigabylov, Beisembaev, & Baigusheva, 2013;Kozak, Ukhanova, & Sulym, 2020;Martinez & Phillips, 2008;Poghosyan, Gasparyan, Nurdiana, Ridwan, & Amal, 2020).…”

Section: Theoretical and Conceptual Frameworkmentioning

confidence: 99%

Technology of teaching ethno-cultural subjects in secondary schools

Alua

Elmira

et al. 2022

WJET

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The aim of this study is to evaluate teacher competencies related to the technology of teaching ethno-cultural subjects in secondary schools. In the research, the descriptive survey model, one of the quantitative research methods, was used. The sample of the research consists of 288 teachers working in various secondary schools in the city of Almaty in Kazakhstan in the 2022–2023 academic year. Research data were collected with the ‘Ethno-Cultural Subjects Teaching Technology Sufficiency Scale’ developed by the researchers. Statistical Package for the Social Sciences 20.0 quantitative analysis program was used in the analysis of the data. Independent groups T-test and one-way analysis of variance were used to analyse the data. As a result of the research; It has been determined that teachers are partially competent in the sub-dimension of proficiency in ethno-cultural subjects, in the sub-dimension of proficiency in the use of technology in teaching ethno-cultural subjects, and in the overall proficiency scale of teaching technology of ethno-cultural subjects. It was determined that the teachers' ethno-cultural subjects teaching technology proficiency did not show a significant difference according to the gender variable. It is seen that the ethno-cultural subjects education technology competencies of the teachers participating in the research make a significant difference in favour of English teachers and social studies teachers according to the branch variable. It has been determined that teachers' ethno-cultural subjects education technology competencies make a significant difference in favour of teachers with 13 years or more experience according to the experience variable. Keywords: Ethno-cultural, ethno-cultural teaching technology, secondary school;

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“…In the French-speaking area of Switzerland, the work of the researcher's team and the students being supervised has focused upon these same aspects and involved a similar sample (Akkari, Bauer, & Radhouane, 2017;Bauer & Akkari, 2016;Broyon, 2016;Broyon & Changkakoti, 2015;Changkakoti & Broyon, 2013). Other research, currently being conducted, explores the integration of migrant teachers who have been trained and recruited abroad, which is a relatively new phenomenon in Switzerland (Rey-Pellissier, Bolay, Gremaud, & Mettraux, 2018).…”

Section: Issuesmentioning

confidence: 99%

Training and Recruitment of Teachers with Immigrant Backgrounds: Contribution Toward Creating Social Justice in the Swiss Education System

Broyon

Radhouane

2020

Handbook on Promoting Social Justice in Education

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The issue of the training and recruitment of more teachers with migrant backgrounds has only recently been raised in Switzerland. In this regard, two main arguments are set forth favoring such an approach. Firstly, the teaching profession should better reflect the composition of society. Secondly, having more teachers with migrant background(s) may add value to the school system, facilitate communication with migrant parents, and represent positive examples of successful integration for students. Nowadays, reflecting this social structure has become increasingly important within the Swiss context given the extent of the culturally and linguistically heterogeneous composition of school classes. This

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Do Teachers Coming from Diverse Ethno-cultural Backgrounds Represent an Added Value for the Profession? Findings of a Study Conducted in French-Speaking Switzerland

Cited by 8 publications

References 0 publications

Policies for inclusive education practices in teacher education in the United Kingdom and France

Policies for inclusive education practices in teacher education in the United Kingdom and France

Technology of teaching ethno-cultural subjects in secondary schools

Training and Recruitment of Teachers with Immigrant Backgrounds: Contribution Toward Creating Social Justice in the Swiss Education System

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