Teacher Professional Development: Experiences in an International Project on Intercultural Education

The present study reports on the analysis of a professional development experience within an international Erasmus + project for primary and secondary teachers focused on intercultural education. The project consisted of intercultural education actions to promote the integration of migrant children...

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Bibliographic Details
Published in:Sustainability 2021-04, Vol.13 (8), p.4171
Main Authors: Biasutti, Michele, Concina, Eleonora, Frate, Sara, Delen, Ibrahim
Format: Article
Language:English
Subjects:
Attitudes
Cultural factors
Education
Learning
Professional development
Qualitative analysis
Qualitative research
Schools
Students
Teachers
Teaching
Training
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Summary:The present study reports on the analysis of a professional development experience within an international Erasmus + project for primary and secondary teachers focused on intercultural education. The project consisted of intercultural education actions to promote the integration of migrant children in primary and secondary schools. A qualitative research method framed as a case study was chosen to assess the effects of the project activities. The perceived professional development was analyzed through the administration of semi-structured interviews with the teachers after the end of the project. The following six categories were identified in the qualitative analysis: attitudes, teaching approach, community of practice, communication with students, professional development, and implementation issues. The findings showed that participating in the project offered an occasion to discuss different pedagogical orientations, examine practices, and develop teaching strategies for intercultural education. Project activities provided teachers the opportunity to reflect on how their teaching approaches related to the integration of migrant students. Suggestions for professional development and the encouragement of a pedagogical change among primary and secondary teachers are proposed for further studies.
ISSN:2071-1050
2071-1050
DOI:10.3390/su13084171