It is now a structural reality that today’s school system is multicultural in composition, characterized by classes with second and third generation students of foreign origin. This heralds an unprecedented phase in the history of the Italian school system. The new specificities needs and educational emergencies generated in this scenario and now redefined by the global Covid-19 pandemic require teachers at all levels to fundamentally review their competences so as to be able to manage the plural nature of classes within a framework of co-responsibility with all the actors involved in the educational process. An analysis of the new educational priorities and emergencies in the Italian school system serves as the basis for a discussion on how to redefine the constructs of teachers’ intercultural competences and how to formulate the theoretical and methodological approaches of training processes in order to support the development of teachers’ intercultural competence.

Teachers' intercultural competences. New scenarios and perspectives to develop intercultural professionalism

Agostino Portera
;
Marta Milani
;
2021

Abstract

It is now a structural reality that today’s school system is multicultural in composition, characterized by classes with second and third generation students of foreign origin. This heralds an unprecedented phase in the history of the Italian school system. The new specificities needs and educational emergencies generated in this scenario and now redefined by the global Covid-19 pandemic require teachers at all levels to fundamentally review their competences so as to be able to manage the plural nature of classes within a framework of co-responsibility with all the actors involved in the educational process. An analysis of the new educational priorities and emergencies in the Italian school system serves as the basis for a discussion on how to redefine the constructs of teachers’ intercultural competences and how to formulate the theoretical and methodological approaches of training processes in order to support the development of teachers’ intercultural competence.
intercultural competences, intercultural education, intercultural professionalism
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Utilizza questo identificativo per citare o creare un link a questo documento: http://hdl.handle.net/11562/1060135
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