Interculturality and Teacher Education. A Study from Pre-service Teachers’ Perspective

Pareja, Eva Francisca Hinojosa; López, M. Carmen López

doi:10.14221/ajte.2018v43n3.5

Cited by 19 publications

(10 citation statements)

References 16 publications

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“…The results of this study confirm, as Silverman Silverman (2010) and Hinojosa and López (2018), show, that teachers are more in agreement with theoretical principles (in favour, or not in favour, of cultural diversity) than with ways of putting these principles into practice. This reflects the challenge they face when undertaking truly inclusive actions in multicultural contexts (Cardno et al, 2018).…”

Section: Discussionsupporting

confidence: 78%

“…This measure, however, is clearly restrictive, since it is limited to teachers who work in certain contexts. It does not apply to all teachers, as stipulated by international organisations and experts (Gay, 2013;Hinojosa & López, 2018;UNESCO., 2016).…”

mentioning

confidence: 99%

“…Moving towards an education that perceives cultural diversity as mutually enriching requires paying more attention to teachers as agents of change, and to their training. Reflective and committed teachers are needed; they should be teachers who are willing to explore the training potential offered by cultural diversity, to assess their contribution to personal and collective development, and to reconsider their vision of cultural diversity in a responsible and ethical way (Hinojosa & López, 2018;Tarozzi, 2014). In this line, Shulman (2005) and Markic and Eilks (2013) have underlined the correspondence which exists between teachers' perceptions and the way in which they organise and develop their professional activity and, consequently, in the commitment they finally give to an intercultural and inclusive educational practice.…”

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confidence: 99%

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Perceptions of Compulsory Education Teachers About Cultural Diversity: A Study in the City of Messina

López

Malfa²

2020

J. New Approaches Educ. Res.

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Ensuring inclusive education, which is one of the priorities of the 2030 Agenda for Sustainable Development, is not possible without teachers. Teachers' perceptions influence the way they organise and develop their professional activity and the commitment they ultimately give to cultural diversity in educational practice. In this paper, we study the perceptions about cultural diversity which are held by teachers working in compulsory education with Roma students in the Italian city of Messina. The study involved 182 teachers from four educational centres for primary education and the first grade of secondary education. It is a quantitative descriptive study in which a questionnaire has been used as the instrument to collect information. The results obtained highlight, among other issues, the fact that the teachers who were involved in the study favour theoretical and practical perspectives which encourage cultural diversity. In addition, they reveal that there are significant differences in teachers’ perceptions according to the educational level they teach.

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Section: Discussionsupporting

confidence: 78%

mentioning

confidence: 99%

mentioning

confidence: 99%

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Perceptions of Compulsory Education Teachers About Cultural Diversity: A Study in the City of Messina

López

Malfa²

2020

J. New Approaches Educ. Res.

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“…On the other hand, despite positive results towards inclusion, European studies continue to find an existing structural racism which can affect the real integration of refugees. As Pareja and López [49] establish, an appropriate perception and assessment of reception, or an absence of abstract discrimination, is not necessarily associated with adequate integration. They stress that, although future teachers give the same value to all cultures, their positions differ when it comes to clarifying the weight that the majority culture should carry in future policy, or the situation of social inequality experienced by members of cultures other than the native culture.…”

Section: Limitations Of the Studymentioning

confidence: 99%

What Attitudes Toward Refugees Do Future European Teachers Have? A Comparative Analysis between France and Spain

Soriano

Cala

2019

Sustainability

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(1) Background. The increase in international conflicts and humanitarian crises has led to an increase in the movement of people to Europe. The legal and moral commitments of the European Union require the incorporation and integration of such refugees. In this sense, the school and its teaching staff are a key agent in the challenge of integrating newly arrived students. This research analyses attitudes towards inclusive European citizenship, the recognition of rights, and feelings of threat and affective reactions, experienced by future teachers towards refugees in France and Spain. (2) Methods. The investigation was carried out through a cross-sectional survey. There were 851 participants of Spanish and French nationality. (3) Results. The French future teachers showed a lower perception of any threat, and a better predisposition towards the reception of refugees than their Spanish counterparts. Women are those who show a greater recognition of the rights of refugees, and a better predisposition to their integration in Europe. French women feel less of a threat than Spanish women, and are more affective towards refugees. The main predictor of inclusive European citizenship is a low perception of threat related to refugees. (4) Conclusions. Future teachers showed sensitivity towards the accommodation of refugees, but programs that prevent growing xenophobia and discredit towards the European Union are still necessary.

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“…Cada cultura posee sus propios sentimientos, creencias, concepciones y códigos expresados a través de las prácticas comunicativas en torno a la estructura y el uso del lenguaje, lo que configura su ideología lingüística; por lo cual renunciar al aprendizaje en su lengua significa el quebrantamiento de sus derechos e identidad (Hinojosa y López, 2018;Hahl y Löfström, 2016). Al respecto Aman (2017) y Espinoza et al (2019) consideran que las aspiraciones de lograr una educación intercultural bilingüe es un simple eufemismo, pues existe el analfabetismo intercultural por parte de muchos docentes, estos desconocen las lenguas y costumbres de los pueblos ancestrales; de igual forma, se cuenta con pocos educadores indígenas; por lo que en esencia se mantiene en la práctica la tradicional educación "occidental" bajo el nombre de educación intercultural bilingüe.…”

Section: Dimensión Procedimentalunclassified

Competencias interculturales del profesorado de la enseñanza básica en Machala, Ecuador

Espinoza-Freire

González

2021

Inf. tecnol.

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The objective of the present descriptive study was to analyze the intercultural competences of primary education teachers in Machala city (Ecuador). Cognitive, procedural, and attitudinal dimensions were determined and the study was systematized using analytical-synthetic, inductive-deductive, and statistical methods. Data was gathered through a survey of 442 randomly selected teachers through stratified sampling. The results showed teacher command on the regulations and laws that govern bilingual intercultural education. But, there was lack of knowledge about adequate methodologies for intercultural teaching. There were also limitations for instructing in native languages. It is concluded that the majority of surveyed teachers perceived that they had knowledge and showed sensitivity about their own cultural identity and that of their students. But, teachers also believed that they were limited in terms of intercultural methodologies and competences, which may explain the prevalent existing asymmetry between theory and practice.

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Interculturality and Teacher Education. A Study from Pre-service Teachers’ Perspective

Cited by 19 publications

References 16 publications

Perceptions of Compulsory Education Teachers About Cultural Diversity: A Study in the City of Messina

Perceptions of Compulsory Education Teachers About Cultural Diversity: A Study in the City of Messina

What Attitudes Toward Refugees Do Future European Teachers Have? A Comparative Analysis between France and Spain

Competencias interculturales del profesorado de la enseñanza básica en Machala, Ecuador

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