Session Information
06 SES 05.5 PS, General Poster Session
General Poster Session
Contribution
In professional and scientific literature across the world, multiculturalism in relation to teacher education represents a very important and relevant topic/field of research. The objective of our research was to get an insight into the way teachers in Slovenian border areas deal with multiculturalism which they face every day.
A questionnaire was administered to educational institutions (primary and secondary schools) in Slovenian border areas. Our objective was to answer the question of how teachers encourage students to have a positive attitude towards multiculturalism. In the framework of this basic research question about teachers’ encouragement of multiculturalism in Slovenian-Austrian, Slovenian-Hungarian and Slovenian-Italian border areas inhabited by minorities we were interested in differences related to the spatial position (location) of the school.
Method
Expected Outcomes
References
- Banks, J. & C. A. M. Banks (Eds.). Handbook of research on multicultural education. Old Tappan, NJ: Macmillan. - Cochrain-Smith, M. (2003b). The multiple meanings of multicultural teacher education. Teacher Education Quaterly, 30(2), 7-26. - Grant, C. & Secada, W. (1990). Preparing teachers for diversity. In W.R. Houston, M. Haberman & J. Sikula (Eds.), Handbook of research on teacher education (pp. 403-422). Old Tappan, NY: Macmillan. - Javornik Krečič, M. (2008). Pomen učiteljevega profesionalnega razvoja za pouk. Ljubljana: I2 - Internet 1. Slovenska manjšinska koordinacija. http:// www.slomak.net. Accessed 1.2.2011. - Internet 2. Narodi in manjšine v Evropi. http://www.eurominority.org. Accessed 1.2.2011. - Mrvar, P. (2004). Interkulturno svetovanje in interkulturne svetovalne kompetence. Sodobna pedagogika, 55 (3), 146-167. - Resman, M. (2003). Interkulturna vzgoja in svetovanje. Sodobna pedagogika, 54 (1), 60-79. - Skubic Ermenc, K. (2003a). Enakost izobraževalnih možnosti v slovenski osnovni šoli s perspektive interkulturnosti. Doktorska disertacija. Ljubljana: Univerza v Ljubljani: Filozofska fakulteta. - Sleeter, C. (2001). Epistemological diversity in research on precise teacher preparation for historically underserved children. In W. Secada (Ed.), Review of research in education (Vol.25, pp 209-250). Washington, DC: American Educational Research Association. - Weiner, L. (2000). Research in the 90th: Implications for urban teacher preparation. Review of Educational Research, 70(3), 369-406. - Zeichner, K., & Melnick, S. (1996). The role of community field experiences in preparing teachers for cultural diversity. In K. Zeicner & S. Melnick & M. Gomez (Eds.), Currents of reform in preservice teacher education (pp. 176-198). New York: Teachers College Press. - Zupančič, J. (2002). Manjšine: dejavniki integracije in konfliktov v državah tranzicije. Prospects of applied geography = Geografija in njene aplikativne možnosti : znanstveno in strokovno posvetovanje: program, povzetki. 43.
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