Teacher Professional Development for Improving the Intercultural School: An Example of a Participatory Course on Stereotypes

Autor/inn/en	Hajisoteriou, Christina; Maniatis, Panayiotis; Angelides, Panayiotis
Titel	Teacher Professional Development for Improving the Intercultural School: An Example of a Participatory Course on Stereotypes
Quelle	In: Education Inquiry, 10 (2019) 2, S.166-188 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2000-4508
DOI	10.1080/20004508.2018.1514908
Schlagwörter	Faculty Development; Multicultural Education; Cultural Awareness; Stereotypes; Educational Improvement; Teacher Improvement; Foreign Countries; Action Research; Intercultural Programs; Bias; Greece + Suchen Sie Ihr Suchwort? Multikulturelle Erziehung; Cultural identity; Kulturelle Identität; Klischee; Teaching improvement; Unterrichtsentwicklung; Ausland; Projektforschung; Griechenland
Abstract	Globalisation, migration and super diversity have urged teachers to cultivate their intercultural competence so as to work more successfully in their culturally diverse schools. Previous literature argues that teacher professional development for building intercultural competence plays a pivotal role in improving the intercultural school. For teacher professional development programmes to contribute to the improvement of the intercultural school, we should pay attention to their theoretical framework, content, and format. However, there is a shortage of literature and research that engages in in-depth descriptions of specific teacher professional development courses with an intercultural orientation. In order to bridge this gap, in this paper we critically discuss on a participatory course on stereotypes that we have developed and implemented in Greece aiming to promote teachers' intercultural development. What stems from our project is that it is only through participatory, collaborative, critical and action-research models of professional development that we may achieve change in teachers' attitudes and practices, and, in turn, facilitate school improvement. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01