Diversity-Aware Teachers for Supporting Inclusion of Migrant Children in Schools – Case Study of Italy

Ales Trunk and Augusto Sebastio
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Ales Trunk: International School for Social and Business Studies, Slovenia
Augusto Sebastio: Centre for Legal Informatics Studies – Taranto, Italy

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Abstract: Immigrant children have almost doubled their presence in 10 years. Migration flows are profoundly changing the composition of classrooms. Analyses of PISA data reveal that in 2015, almost one in four 15-year-old students in OECD and EU countries was either foreign-born or had at least one foreign-born parent. Among the pupils in Italy’s state schools, 193 different nationalities are represented. A crucial challenge for education systems is integrating children who settled in the country. From such a point of view, intercultural training of teachers occupies a position of importance. The OECD report from 2018 shows that 28% of teachers that participated in TALIS survey expressed the need for additional professional development when teaching in multicultural settings, which rises concerns. In this respect all teachers that work with heterogeneous groups should undergo trainings on diversity.

Keywords: multicultural society; migrant children in Italy; EU and Italian policies on education; teacher trainings; project RoMigSc (search for similar items in EconPapers)
Date: 2018
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