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HomeAddressing educational needs of teachers in the EU for inclusive education in a context of diversity
Inno4div project. Volume 3, Part 1: Assessment guidelines for teacher education and training practices on intercultural and democratic competence development
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In spite of policy impetus, research shows that teachers struggle to address the increasing diversity in classrooms, among others, due to the lack of competences to deal with it. The acquisition of Intercultural Competence (IC), which could be defined as “the ability to mobilise and deploy relevant attitudes, skills, knowledge and values in order to interact effectively and appropriately in different intercultural situations”, is a crucial need for teachers to deal with diversity and to be successful in their teaching. In this context, in 2019 the JRC launched the INNO4DIV project with the aim to support polices in the field of IC of teachers, through the analysis of literature and innovative good practices which have successfully addressed the existing barriers for teacher´s IC development. In this context, it was necessary to select and assess innovative practices for overcoming barriers in the development of intercultural and democratic competences (IDC) of teachers. Given the wealth and variety of educational practices, and in order to preserve the scientific rigour of the assessment process, this report provides the rationale and description of the criteria used, developed in accordance with the conceptual framework of the project, Volume 1. Teachers’ Intercultural Competence: Working definition and implications for teacher education (Shuali et al., 2020), and with the results of the Volume 2. Literature review on the key enabling components of teachers’ intercultural and democratic competence development and their associated barriers (Simó et al., 2020). As per the project design, the set of cases selected needed to cover all the identified key Enabling Components (KEC). Following a brief explanation of the sources used for the selection of cases (Section 2), the report focuses on establishing the selection criteria across all KEC for the case assessment, which are divided into generic and specific criteria (Section 3). The generic criteria apply to all the cases. Instead, the specific criteria relate to the scope of each specific Key Enabling Component (KEC) and are the most direct reference to the particular features of the cases. Finally, the document contains an elaborated protocol for case assessment that will lead to the final list of selected cases.
- Pubblicato:
- Temi: Politica dell'istruzione
- Argomento: apprendimento , formazione degli insegnanti , gestione delle conoscenze , insegnante , integrazione dei migranti , pluralismo culturale , qualificazione professionale , raccomandazione (UE) , Stato membro UE
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| ISSN | ISBN 978-92-76-26816-1 | DOI 10.2760/811156 | Numero di catalogo KJ-02-20-085-EN-N |
- Released on EU publications website:
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