Addressing educational needs of teachers in the EU for inclusive education in a context of diversity (Inno4Div), Volume 3 - Part 1: Assessment guidelines for teacher education and training practices on intercultural and democratic competence development

Victoria Tenreiro Rodriguez (), Marcela Jabbaz Churba (), Carmen Carmona Rodriguez (), Assumpta Aneas Alvarez (), Tamar Shuali Trachtenberg (), Marta Simo Sanchez (), Barry van Driel () and Clara Centeno
Additional contact information
Victoria Tenreiro Rodriguez: Universidad Católica de Valencia San Vicente Mártir
Marcela Jabbaz Churba: Universidad de Valencia
Carmen Carmona Rodriguez: Universidad de Valencia
Assumpta Aneas Alvarez: Universitat de Barcelona
Tamar Shuali Trachtenberg: Universidad Católica de Valencia San Vicente Mártir
Marta Simo Sanchez: Universitat de Barcelona
Barry van Driel: international association for intercultural education

No JRC122828, JRC Research Reports from Joint Research Centre

Abstract: In spite of policy impetus, research shows that teachers struggle to address the increasing diversity in classrooms, among others, due to the lack of competences to deal with it. The acquisition of Intercultural Competence (IC), which could be defined as "the ability to mobilise and deploy relevant attitudes, skills, knowledge and values in order to interact effectively and appropriately in different intercultural situations", is a crucial need for teachers to deal with diversity and to be successful in their teaching. In this context, in 2019 the JRC launched the INNO4DIV project with the aim to support polices in the field of IC of teachers, through the analysis of literature and innovative good practices which have successfully addressed the existing barriers for teachers' IC development. In this context, it was necessary to identify innovative practices for overcoming barriers in the development of intercultural and democratic competences (IDC) of teachers. Given the wealth and variety of educational practices, and in order to preserve the scientific rigour of the identification process, this report offers the rationale and the description of the selection criteria that have been developed according to the conceptual framework of the project, Volume 1. Teachers' Intercultural Competence: Working definition and implications for teacher education. Similarly, the process for case identification and selection is also described. Following a brief explanation of the sources for the selection of cases (Section 2), the report focuses on establishing the selection criteria, which are divided into generic and specific criteria (Section 3). The generic criteria apply to all the cases. The specific criteria, however, relate to the scope of each specific Key Enabling Component (KEC), and are the most direct reference to the particular features of the cases. Finally, the document contains an elaborate protocol for case selection that will lead to the final list of selected cases.

Keywords: education; intercultural competence; democratic competence; cultural diversity; inclusive education inclusion; key competences; teachers´ education; assessment (search for similar items in EconPapers)
Pages: 75 pages
Date: 2020-12
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