Report on the survey on initial education of teachers in sociocultural diversity.

Autor/inn/en	Arnesen, Anne-Lise; Birzea, Cezar; Dumont, Bernard; Essomba, Miguel Angel; Furch, Elisabeth; Vallianatos, Angelos; Ferrer, Ferran
Institution	Europarat
Titel	Report on the survey on initial education of teachers in sociocultural diversity.
Quelle	Strasbourg: Council of Europe Publ. (2008), 91 S.Verfügbarkeit
Reihe	Policies and practices for teaching sociocultural diversity
Beigaben	grafische Darstellungen
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
ISBN	92-871-6440-1; 978-92-871-6440-7
Schlagwörter	Kompetenz; Empirische Untersuchung; Interview; Vergleich; Kulturdifferenz; Bildungssystem; Bildungspolitik; Lehrer; Lehrerausbildung; Interkulturelle Bildung; Multikulturelle Gesellschaft; Curriculum; Qualifizierung; Hochschule; Heterogenität; Integration; Minderheit; Europäische Union; Belgien; Bulgarien; Estland; Frankreich; Griechenland; Kroatien; Luxemburg; Malta; Norwegen; Rumänien; Schweden; Tschechische Republik; Türkei; Ukraine; Zypern; Österreich
Abstract	Although teaching and management of diversity are taken into account in almost all the countries participating in the survey, the "enhanced value" of diversity, which implies the creation of conditions for inclusive participation favorable to equal opportunities for all, is not unanimously approved. This report underlines that teacher education institutions play an important role, in collaboration with policy makers, in drafting study programmes, but also in defining national policies concerning teacher education. Such is not always the case for the relevant qualification requirements for teachers, the evaluation of associated skills or the recognition of experience gained in the field of sociocultural diversity. This report is the result of a survey on the initial training of teachers in sociocultural diversity in Europe, carried out in 16 countries within the framework of the project "Policies and practices for teaching sociocultural diversity" launched by the Steering Committee for Education of the Council of Europe in 2006. An analysis of replies from practitioners completes the results of the survey. The recommendations contained in this report will serve as a basis for carrying out the second phase of the project on the definition of a framework of teachers competences relating to the enhanced value of diversity. (DIPF/Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2011/1