Intercultural Competences in Initial Teacher Education – Comparative Analysis / Interkulturalne kompetencije u inicijalnom obrazovanju učitelja – komparativna analiza

Abstract

The future of an individual and society in the global world is reflected in theorganization and quality of today’s school, educational system and teacher education.Interculturalism is encouraged by education in school as a social community whichaccepts diversity as a value. The aim of intercultural education is the developmentof intercultural sensitivity and acquisition of knowledge, skills and abilities neededfor functioning in a multicultural society. Inclusion of intercultural education in theschool curriculum implies the responsibility of all, mostly teachers because they aredirectly involved in the educational process. The intercultural competence of teachersrefers to the interaction encouraging mutual learning with culturally diverse pupils.The paper analyzes valid legal documents and university programs of Croatianteacher studies from the point of interculturalism. The aim of the research is toinspect the relevant legal framework and determine intercultural contents in theCroatian primary teacher education study programs. The comparative analysis ofstudy programs for primary school teachers (in Osijek, Zagreb, Split, Rijeka and Pula)shows that intercultural content is present but differs in number and type. The premiseof successful intercultural education is a quality initial teacher education.Key words: intercultural education; school culture; study programs; teacher-Budućnost pojedinca i društva u globalnom svijetu ogleda se u ustroju i kvalitetidanašnje škole, sustavu odgoja i obrazovanja te izobrazbe učitelja. Interkulturalizamse potiče odgojem i obrazovanjem u školi kao socijalnoj zajednici koja prihvaćarazličitost kao vrijednost. Cilj interkulturalnoga obrazovanja je razvoj interkulturalneosjetljivosti te stjecanje znanja, vještina i sposobnosti potrebnih za djelovanje umultikulturalnom društvu. Uključivanje interkulturalnoga obrazovanja u školskikurikul implicira odgovornost svih, najviše učitelja jer neposredno sudjeluju uodgojno-obrazovnom procesu. Interkulturalna kompetencija učitelja odnosi sena ostvarivanje interakcija koje potiču uzajamno učenje s kulturalno drukčijimučenicima. U radu se analiziraju pojedine važeći dokumenti zakonske legislative isveučilišni programi hrvatskih učiteljskih studija s motrišta interkulturalizma. Ciljistraživanja je uvid u relevantni zakonski okvir i utvrđivanje interkulturalnih sadržajau hrvatskim studijskim programima za školskoga učitelja. Komparativnom analizomstudijskih programa za školskoga učitelja (u Osijeku, Zagrebu, Splitu, Rijeci, Zadrui Puli) evidentno je da interkulturalnih sadržaja ima, no oni se razlikuju po broju ivrsti. Pretpostavka uspješnoga interkulturalnog odgoja i obrazovanja jest kvalitetnoinicijalno obrazovanje učitelja.Ključne riječi: interkulturalno obrazovanje; kultura škole; studijski programi; učitelj.

Methodical Approaches to Intercultural Education in Confessional Religious Education in the Republic of Croatia

“…Until now, however, no research has been conducted on the topic of religious education teachers. After reviewing the literature from the scientific field of Croatian pedagogy and religious pedagogy, we can conclude that previous research focused on classroom teachers and teachers of other subjects, but not religious education teachers (Previšić 1994;Hrvatić 2011;Bedeković 2011;Piršl 2011;Mlinarević et al 2013;Drandić 2016;Mlinarević and Tokić Zec 2020). No research has been conducted in the Republic of Croatia on the views of religious education teachers on the development of intercultural competence.…”

Interculturalism in Croatian Education: Literature Review / Interkulturalizam u odgoju i obrazovanju u Hrvatskoj: Pregled literature

“…According to the results, students are interested in all the content offered, mostly content on sex education, followed by content about different cultures and customs. Mlinarević et al (2013) believe the successful implementation of intercultural education depends on training those stakeholders who work directly in the education of young people, especially teachers. In this sense, there is a great responsibility of the entire education system, especially on the part of universities and, among them, teacher training colleges that educate future teachers.…”