In recent years,  Andalusian schools have become areas of multicultural convergence where a large number of immigrants’ children, from very different geographical and cultural origin, has been integrated into school life with greater or smaller success in academics, in socio-scholastic processes, in their relationships with other pupils, with teachers, etc

The Andalusian educational Administration, to favour and foster this process of the immigrant pupils’ inclusion, has been promoting over the recent years material, policy and human resources with people performing theses tasks inside educational centres

So today we find that, in our schools, as well as teachers, other professional people, such as center or equipment counselors, intercultural mediators, ATAL and support’s teachers, etc. work and collaborate in this task. And along with them, there are performances and special training programs and specific or general advice provided by the Andalusian CEP network

In spite of this backlog of tasks, functions and specialists, to be able to multiply their action ability, they need flowing professional coordination systems in communication, confluent in ontological and resolutive in action. The investigation about the ways of such a coordination and its effectiveness are the study object of this project

Effectiveness we mean in two dimensions: first as a capacity to influence and support teachers in their educational task directly as a central element of the teaching / learning relation; secondly, as testable results in the improvement of care systems and inclusion of children and adolescents.

Project objectives:

1.  To examine the institutional plans of action with the immigrants pupils and the  underlying pedagogycal models

    2.   To analyze the process of permanent training of various professionals

    (teachers, counselors, mediators, PT, etc.) on the subject of immigration and the       

    impact of their practices.

   3.      To investigate the professional thinking, the functions and the processes of  

    internal coordination of the various professionals involved, directly or indirectly in     the formation of immigrant students in schools.AscoltaTrascrizione fonetica Dizionario - Visualizza dizionario dettagliato

4.     To know the perception that immigrant students have about their reality (personal and academic) at the centers, and the impact that the action of the various professionals has on them

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5.   To propose strategies for effective and efficient coordination between different professionals to promote an inclusive school ..

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6.    To disseminate research findings and proposals for action.

AAVV.Teacher's coordination.Key to construct a collective project.En Cuadernos de Pedagogía, nº 382, Septiembre 2008, pp. 32-35. BESALÚ COSTA, X. (2002). Cultural differencies and education. Madrid. Síntesis GIMÉNEZ ROMERO, C. (1997). Where was the intercultural mediacion born?En Migraciones nº2, 125-160 GIMÉNEZ ROMERO, C. (2003). What mediation is? Barcelona: RBA. ESSOMBA, M.Á. (2008). Managment of inclusive and intercultural school.Managment committee and teachers en front of emigration.Barcelona, Graó