Mobile teachers at border schools - multilingualism and interculturalism as new challenges for professional development.

Autor/in	Pevec Semec, Katica
Titel	Mobile teachers at border schools - multilingualism and interculturalism as new challenges for professional development. Paralleltitel: Mobilni ucitelji na obmejnih solah - vecjezicnost in medkulturnosti kot nov izziv za profesionalni razvoj.
Quelle	In: CEPS journal, 8 (2018) 4, S. 47-61Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei (1); PDF als Volltext kostenfreie Datei (2) Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	1855-9719; 2232-2647
DOI	10.26529/cepsj.551
URN	urn:nbn:de:0111-pedocs-161864
Schlagwörter	Fallstudie; Einstellung (Psy); Interkulturelle Kommunikation; Lehrer; Lehrerfortbildung; Lehreraustausch; Schülerleistung; Interkulturalität; Projekt; Mehrsprachigkeit; Grenzregion; Überzeugung; Mobilität; Einflussfaktor; Italien; Slowenien; Österreich
Abstract	This article discusses the implementation of cross-border learning mobility, which has taken place in some schools and kindergartens at the tri-border area of Slovenia, Austria and Italy. The findings suggest that the implementation of multilingual and intercultural practices, which involve weekly exchanges of 'mobile teachers' from neighbouring countries, created a unique educational experience that has encouraged teachers to greater professional growth. In addition to another language, mobile teachers have brought with them various new educational approaches. Border mobility has contributed to the simultaneous strengthening and enriching of educational practices in various border kindergartens and schools. For teachers, the implementation of cross-border learning mobility strengthens the awareness of the importance of competence in multilingualism and interculturalism as an important factor for their further professional development. This article will analyse the knowledge and experience of professionals involved in such mobility programs in terms of a new dimension of professionalism, and the need to develop multilingualism and interculturalism competences. (DIPF/Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2019/2