Next Article in Journal
Concept Mapping in the Age of Deleuze: Fresh Perspectives and New Challenges
Previous Article in Journal
In Practice: The Importance of Practitioner Research in Vocational Education
Previous Article in Special Issue
The Role of L2 and Cultural Mediation in the Inclusion of Immigrant Students in Italian Schools
Open AccessArticle

Teacher Training in Intercultural Education: Teacher Perceptions

1
Department of Education, Faculty of Education Sciences, University of Almeria, 04120 Almeria, Spain
2
Department of Didactic, Scholar Organization and Special Didactics, Faculty of Education, National University of Distance Education, 28040 Madrid, Spain
3
López Vicuña School, 28037 Madrid, Spain
*
Author to whom correspondence should be addressed.
Educ. Sci. 2020, 10(3), 81; https://doi.org/10.3390/educsci10030081
Received: 4 March 2020 / Revised: 16 March 2020 / Accepted: 19 March 2020 / Published: 20 March 2020
(This article belongs to the Special Issue Intercultural Education)
Background: The aim of the present study was to evaluate teacher perceptions on the training received in intercultural education. Methods: The article presents a quantitative, non- experimental and ex-post-facto type of research; directed to inquire about the perceptions of the teachers of primary education in Andalusia (Spain) in relation to the intercultural training received. Based on the descriptive survey method, two questionnaires were administered to a sample composed of 320 students and 80 teachers. Results: The results show certain strengths of the training teacher programs in the field of interculturality (encouragement of reflection, participation and collaboration …), as well as weaknesses (decontextualization, inflexibility, primacy of theoretical learning, non-transversal character, etc.). Conclusions: Despite strengths, intercultural teacher training continues to be a challenge in Andalusia. View Full-Text
Keywords: teacher training; primary education; intercultural training teacher training; primary education; intercultural training
MDPI and ACS Style

Figueredo-Canosa, V.; Ortiz Jiménez, L.; Sánchez Romero, C.; López Berlanga, M.C. Teacher Training in Intercultural Education: Teacher Perceptions. Educ. Sci. 2020, 10, 81.

Show more citation formats Show less citations formats
Note that from the first issue of 2016, MDPI journals use article numbers instead of page numbers. See further details here.

Article Access Map by Country/Region

1
Back to TopTop