Abstract
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.
Highlights
The educational response to growing disturbing manifestations in society, such as racism or conflicts of coexistence between people of different cultures, stands as one of the priorities to face in the current Spanish educational system [1]
In the case of initial teacher training, it is possible to differentiate between three modalities through which attention to cultural diversity is included [2]: (a)
In practice it is observed that intercultural competences are not promoted from all the modules and subjects, but only from some considered related, such as: “Society, School and Democracy”; “Teaching social sciences”; “Language learning”, etc
Summary
The educational response to growing disturbing manifestations in society, such as racism or conflicts of coexistence between people of different cultures, stands as one of the priorities to face in the current Spanish educational system [1]. The intercultural education model provides a holistic view of the inclusion process of immigrant students. It is based on mutual respect, exchange, cooperation and peaceful coexistence among people from different cultures. Transversal integration in the curriculum: Intercultural competences are developed transversally through the various subjects of the curriculum. This modality requires that the disciplinary foundations of each subject be articulated with those of interculturality. 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. Conclusions: Despite strengths, intercultural teacher training continues to be a challenge in Andalusia.
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