Teachers' competencies for working in an intercultural environment

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dc.authoridTrunk, Ales/0000-0001-7357-250X|Dermol, Valerij/0000-0002-7673-7952
dc.authorwosidTrunk, Ales/GXF-9144-2022
dc.contributor.authorDermol, Valerij
dc.contributor.authorMirazchiyski, Eva Klemencic
dc.contributor.authorTrunk, Ales
dc.contributor.authorCayir, Kenan
dc.date.accessioned2024-07-18T20:49:18Z
dc.date.available2024-07-18T20:49:18Z
dc.date.issued2021
dc.departmentİstanbul Bilgi Üniversitesien_US
dc.description.abstractBACKGROUND: Today, multiculturalism is present in all spheres of life. Teachers are at the forefront to first formally encounter children from different cultures, and as the first ones, children from different cultures will face it in their social life. Teachers are supposed to prepare students to meet and live with people from cultures different from their own. Hence, it is necessary to identify the competencies teachers need to work in an intercultural environment, given the globalising world where different cultures meet more often, coexist, and exchange values and ways of living. OBJECTIVE: This paper discusses the teachers' competencies to work in an intercultural environment and presents the results from data collected within the RoMigSc project. These data are analysed to identify the competencies teachers need to work in a multicultural environment. METHODS: In the study, data from the RoMigSc survey were used, where information on the inclusion of migrant students was collected using the survey questionnaire method. All analyses in this paper are on a descriptive level with exploratory purpose. RESULTS: The results show that teachers don't feel well prepared to support learning or teach human rights, emigration and immigration, shared values and discrimination. They also need more support in teaching in an intercultural and multicultural environment, especially out-of-school support. CONCLUSIONS: In general, teachers find their school and own practices inclusive for migrant and Roma students, but not in all aspects. None of the teachers has participated in a project to raise awareness of Roma issues.en_US
dc.identifier.doi10.3233/HSM-211206
dc.identifier.endpage721en_US
dc.identifier.issn0167-2533
dc.identifier.issn1875-8703
dc.identifier.issue5en_US
dc.identifier.scopus2-s2.0-85125996353en_US
dc.identifier.scopusqualityQ3en_US
dc.identifier.startpage711en_US
dc.identifier.urihttps://doi.org/10.3233/HSM-211206
dc.identifier.urihttps://hdl.handle.net/11411/8165
dc.identifier.volume40en_US
dc.identifier.wosWOS:000711025600007en_US
dc.identifier.wosqualityN/Aen_US
dc.indekslendigikaynakWeb of Scienceen_US
dc.indekslendigikaynakScopusen_US
dc.language.isoenen_US
dc.publisherIos Pressen_US
dc.relation.ispartofHuman Systems Managementen_US
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanıen_US
dc.rightsinfo:eu-repo/semantics/closedAccessen_US
dc.subjectIntercultural Competenciesen_US
dc.subjectCultural Diversityen_US
dc.subjectTeacher Educationen_US
dc.subjectMigrantsen_US
dc.subjectRoma Peopleen_US
dc.titleTeachers' competencies for working in an intercultural environment
dc.typeArticle

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