Teachers’ competencies for working in an intercultural environment

Issue title: Higher education and labor markets: Challenges for society

Guest editors: Aleš Trunk and David Dawson

Article type: Research Article

Authors: Dermol, Valerij^{a; *} | Mirazchiyski, Eva Klemenčič^b | Trunk, Aleš^a | Çayır, Kenan^c

Affiliations: [a] International School of Social and Business Studies, Celje, Slovenia | [b] Educational Research Institute, Ljubljana, Slovenia | [c] Istanbul Bilgi University, İstanbul, Turkey

Correspondence: [*] Corresponding author: Dr. Valerij Dermol, International School for Social and Business Studies, Celje, Slovenia. E-mail: [email protected]. ORCID ID: 0000-0002-7673-7952

Abstract: BACKGROUND: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.

Keywords: Intercultural competencies, cultural diversity, teacher education, migrants, Roma people

DOI: 10.3233/HSM-211206

Journal: Human Systems Management, vol. 40, no. 5, pp. 711-721, 2021