Social Sustainability and Professional Development: Assessing a Training Course on Intercultural Education for In-Service Teachers
2. Intercultural Education at School
3. Teacher Professional Development in Sustainability and Intercultural Education
4.1. Aim of the Study
- What were the main features of the course that participants found most useful for their professional development?
- What enhancements did the course promote in participants’ teaching skills?
- What impact did the course activities have in improving participants’ intercultural competence?
4.3. The Educamigrant Project
- Improve the educational experience of migrant and refugee children in primary and secondary schools;
- Define strategies for supporting migrant and refugee families in the school experience of their children;
- Share and structure effective methods and activities for teachers working in multicultural classrooms;
- Raise awareness among educational institutions about educational inclusion for all students, with particular reference to migrant and refugee pupils.
4.4. The training Course for Teachers
4.5. Data Collection and Survey
5.1. Qualitative Analysis
- Teachers’ attitudes (4 codes);
- Teaching methods and instruments (4 codes);
- Community of practice (3 codes);
- Positive features of the course (4 codes);
- Course weaknesses and suggestions (3 codes).
5.1.1. Description of Categories
5.1.2. Teachers’ Attitudes
5.1.3. Teaching Methods and Instruments
5.1.4. Community of Practice
5.1.5. Positive Features of the Course
5.1.6. Course Weaknesses and Suggestions
Conflicts of Interest
- What were the positive aspects of the activities of the course?
- What were the aspects of the course that should be improved?
- What input for your professional development did the course offer you?
- Do you have other comments or suggestions?
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|1. Teachers’ attitudes||1.1. Beliefs||“[An input for professional development was] not to take for granted the importance of relationships and empathy”.||These quotations address attitudes, beliefs, and perspectives that participants reported having developed or been empowered with as a result of their participation in the training course.|
|1.2. Intercultural perspective||“[An input for professional development was] to give more space for intercultural exchange for fostering a more inclusive class”.|
|1.3. Reflective teaching||“[Inputs for professional development were] stimuli for paying more attention to our own behavior” [ed. teacher’s behavior].|
|1.4. Professional motivation and self-efficacy||“[An input for professional development was] To believe in what I have already applied in classroom.”|
|2. Teaching methods and instruments||2.1. New teaching methods||“[An input for professional development was] to try to adopt different new teaching methods”.||These quotations address the teaching skills, strategies, and instruments that participants have acquired or developed as a result of their participation in the training course.|
|2.2. Learner-centered approach||“[An input for professional development was] the unconditional attention to understand how to act with each of them [ed. the students], referring also to Italian native students”.|
|2.3. Materials and multimedia tools||“[An input for professional development was] the knowledge of new materials that can be used with migrant children.”|
|2.4. Linking theory with practice||“[An input for professional development was] the strong interaction between theoretical aspects and practical activity”.|
|3. Community of practice||3.1. Discussions with colleagues||“[A positive aspect of the course was] the discussion with colleagues from different school grades and levels”.||These quotations address the social aspects that have been promoted among the participants by the course, resulting in the creation of a professional community of practice.|
|3.2. Sharing best practices||“[A positive aspect of the course was] sharing best practices with colleagues”.|
|3.3. Team work||“It became evident how much it is necessary to work in team for creating common and transversal activities for supporting inclusion at 360°”.|
|4. Positive features of the course||4.1. Alternating teaching methods||“[A positive aspect of the course was] the use of different teaching methods (alternating lectures and collaborative activities)”.||These quotations address the weak points and aspects to be improved of the course that have been highlighted by the participants.|
|4.2. Competences of instructors||“We recognize specific psychological competences of the instructors”.|
|4.3. Clarity of presentation||“[A positive aspect of the course was] the clarity of presentation”.|
|4.4. Engaging participants||“I loved the way in which topics have been presented, engaging participants’ attention and interest”.|
|5. Course weaknesses and suggestions||5.1. Time management issues||“The course should be better organized with reference to time management, giving the proper space for examining more in depth the topics presented”.||These quotations address the weak points and aspects to be improved of the course that have been highlighted by the participants.|
|5.2. Content and method issues||“I would have preferred more information about how to interact with people from different cultures”.|
|5.3. Different level of basic competence and relational issues||“It is necessary not to take for granted in the theoretical discussion that all participants have the same basic competences and knowledge”.|
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Biasutti, M.; Concina, E.; Frate, S. Social Sustainability and Professional Development: Assessing a Training Course on Intercultural Education for In-Service Teachers. Sustainability 2019, 11, 1238. https://doi.org/10.3390/su11051238
Biasutti M, Concina E, Frate S. Social Sustainability and Professional Development: Assessing a Training Course on Intercultural Education for In-Service Teachers. Sustainability. 2019; 11(5):1238. https://doi.org/10.3390/su11051238Chicago/Turabian Style
Biasutti, Michele, Eleonora Concina, and Sara Frate. 2019. "Social Sustainability and Professional Development: Assessing a Training Course on Intercultural Education for In-Service Teachers" Sustainability 11, no. 5: 1238. https://doi.org/10.3390/su11051238