Cultural diversity management nella scuola: come vengono preparati gli insegnanti italiani?

Translated title of the contribution: [Autom. eng. transl.] Cultural diversity management in schools: how are Italian teachers prepared?

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Abstract

[Autom. eng. transl.] In the recent history of the Italian school, attention to foreign students has been intertwined in a very peculiar way with the sensitivity towards special educational needs. A brief review of the teachers' attitudes and of the Italian legislation is the background to the examination of the results of a recent European research on incoming teacher education. The research focuses on the teacher as an agent of change and assumes that there is no coherent European policy in that each national system chooses and trains its teachers differently, depending on the contingent situation and the incoming or outgoing migratory flows. Teacher training at national level may be more prone to cultural diversity as a "deficit" (stimulating compensatory school-based interventions to help disadvantaged pupils) than as an "asset". Italy, compared to the multilingual and intercultural competences that an aspiring teacher should possess, suffers from a historical "indifference" towards the problem. The incoming intercultural training for teachers who will have to manage multicultural classes is decidedly "muted", and in any case considered secondary with respect to other training areas (think of the technological-IT and the disability one).
Translated title of the contribution[Autom. eng. transl.] Cultural diversity management in schools: how are Italian teachers prepared?
Original languageItalian
Pages (from-to)10-21
Number of pages12
JournalOPPINFORMAZIONI
Publication statusPublished - 2016

Keywords

  • Initial Teacher education
  • Italia
  • Italy
  • alunni stranieri
  • bisogni educativi speciali
  • competenze interculturali
  • formazione iniziale insegnanti
  • immigrant students
  • insegnanti
  • intercultural competence
  • special needs education
  • teachers

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