Cultural identities and intercultural differences, which present educational classrooms is our country is the reflection of the changing society. The need for improvement to them in the educational process is the first key to quality improvement and learning models. This study presented some of the analysis of intercultural competence of teachers through the ability to use strategies, innovative teaching objectives and curricular measures appropriate to the difficulties of intercultural learning within the classroom. The influence of the Bologna process and the development of intercultural competence in both students and teachers are in two key aspects in our research to answer the following questions of research education: What strategies are most appropriate for the treatment of cultural diversity in the classroom? What means we will improve intercultural training processes? How will develop intercultural competence in teachers and students?
In this study we propose the reflection of our study from practice that teacher training for lower educational levels, to that end, we believe that teachers are immersed in practical processes with other cultures and develop strategies for the teaching of the main minorities in the classroom . (Gibson, 2004). We believe that teaching function "must possess the characteristics of the technical processes, scientific, social and cultural contextualization and its corresponding, within a given practice”.Imbernon (1998) Acording with the arguments of Banks wich consider the reflfection of other authors (Au,2006; Gay, 2000; González, Moll, & Amanti, 2005) “demanded that schools modify teaching strategies” to work with different students. In this sense, the work of teacher don't easy because “confronted by a diversity of students” (Arnesen. In Dooly, M. 2000 )‏

We believe the objectives of intercultural education of Galino and Escribano (1990) y Grant and Sleeter (1980):  • Facilitate contacts and interactions among various cultural groups within and outside the school to develop the ability to operate effectively in multicultural environment. • Promote the acquisition of intercultural strategies in all processes of teaching and learning and contribute to the training of teachers multicultural. • Introduce new strategies in the classroom, methodologies, teacher training, as well as the school climate and relationships with parents and the community.´”. In line with our objective of study to analyse the cultural identities and development of teaching-learning process for all students from critical reflection of intercultural competence of teachers to improve the quality of the learning processes.

¿What didactic action are necessary to facility more the quality of proccess of learning in intercultural education?

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