Review article
https://doi.org/10.15516/cje.v22i4.3803
Intercultural Competences in Initial Teacher Education – Comparative Analysis
Vesnica Mlinarević
; Josip Juraj Strossmayer University of Osijek Faculty of Education Ulica Cara Hadrijana 10, 31000 Osijek, Croatia
Ružica Tokić Zec
orcid.org/0000-0002-4743-0636
; Josip Juraj Strossmayer University of Osijek Faculty of Education Ulica Cara Hadrijana 10, 31000 Osijek, Croatia
Abstract
The future of an individual and society in the global world is reflected in the
organization and quality of today’s school, educational system and teacher education.
Interculturalism is encouraged by education in school as a social community which
accepts diversity as a value. The aim of intercultural education is the development
of intercultural sensitivity and acquisition of knowledge, skills and abilities needed
for functioning in a multicultural society. Inclusion of intercultural education in the
school curriculum implies the responsibility of all, mostly teachers because they are
directly involved in the educational process. The intercultural competence of teachers
refers to the interaction encouraging mutual learning with culturally diverse pupils.
The paper analyzes valid legal documents and university programs of Croatian
teacher studies from the point of interculturalism. The aim of the research is to
inspect the relevant legal framework and determine intercultural contents in the
Croatian primary teacher education study programs. The comparative analysis of
study programs for primary school teachers (in Osijek, Zagreb, Split, Rijeka and Pula)
shows that intercultural content is present but differs in number and type. The premise
of successful intercultural education is a quality initial teacher education.
Keywords
intercultural education; school culture; study programs; teacher
Hrčak ID:
250623
URI
Publication date:
20.12.2020.
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