Teachers’ Training in the Intercultural Dialogue and Understanding: focussing on the Education for a Sustainable Development
| Autor: | Antonio María Medina Rivilla, Eufrasio Pérez Navío, María del Castañar Medina Domínguez, María Concepción Domínguez Garrido, María Cecilia Loor Dueñas, Adiela Ruiz-Cabezas |
|---|---|
| Jazyk: | angličtina |
| Rok vydání: | 2020 |
| Předmět: |
050101 languages & linguistics
Intercultural competence Geography Planning and Development lcsh:TJ807-830 lcsh:Renewable energy sources Identity (social science) Management Monitoring Policy and Law Training (civil) teachers’ training Cultural diversity Pedagogy 0501 psychology and cognitive sciences Sociology Axiology education_studies lcsh:Environmental sciences lcsh:GE1-350 Sustainable development Renewable Energy Sustainability and the Environment lcsh:Environmental effects of industries and plants 05 social sciences teachers’ competencies Professional development education for sustainable development 050301 education Building and Construction Education for sustainable development Focus group lcsh:TD194-195 intercultural dialogue Engineering ethics 0503 education professional development |
| Zdroj: | Sustainability Volume 12 Issue 23 Sustainability, Vol 12, Iss 9934, p 9934 (2020) |
| Popis: | The present research is embedded in the professional development and research line, and in the needs of secondary education and first-year university teachers. Evidencing the importance of teachers&rsquo professional training to include specific adaptations and skills on both the intercultural dialogue and understanding&mdash often called Intercultural Competence&mdash is fundamental because of the direct impact for the sustainable development of human beings, groups, and ecosystems. An extensive investigation of the role played by each of the main competencies linked to the following intercultural dimensions was performed: Professional Identity, Ethics and Axiology, Methodology, and Inclusive Education. The integrated methodology used was a cross-study of data, performed after the obtention of a three-cornered evaluation of results collected in focus groups, interviews, and questionnaires. Findings showed the impact of the intercultural dialogue and understanding in education patterns for the sustainable development of society. Other outputs also underlined the relevance of setting up a new ecology of forms, knowledge, attitudes, and educational meanings, further used to update teachers and students&rsquo training in sustainable ecology and cultural diversity. Progress made in these complementary competencies&mdash Professional Identity, Ethics and Axiology, Methodology&mdash were appraised by teachers participating in the present study the latter showing an increased interest and demand for the intercultural competence, after increasing their proficiency in the other complementary competencies |
| Databáze: | OpenAIRE |
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