Supervisors info:
Μπαμπάλης Θωμάς, Καθηγητής, Παιδαγωγικό Τμήμα Δημοτικής Εκπαίδευσης, Εθνικό και Καποδιστριακό Πανεπιστήμιο Αθηνών
Summary:
This paper investigates the views and perceptions of Primary Education teachers regarding the concept of intercultural competence, the use of practices in daily practice related to it, but also the extent to which gender, age, studies, years of service and the specialty of the teachers, influence the formation of their intercultural competence. The survey was conducted on 146 teachers and collected quantitative results. The data analysis was done with the statistical program IBM SPSS Statistics, V21 and the results showed that the teachers have a high degree of intercultural competence. It was observed that teachers understand the concept of intercultural competence and perceive its constituent characteristics. They also possess a satisfactory degree of intercultural competence, which highlights that they compose the profile of an interculturally competent teacher following practices that are not considered traditional and do not lead to cultural assimilation. Subsequently, it was shown that factors such as gender, age, studies, years of service affect the degree of intercultural competence of teachers. However, limitations were observed in the research, due to the COVID-19 pandemic regarding the difficulty of administering the questionnaires.
Keywords:
Intercultural competence, Intercultural Education, Intercultural awareness, multiculturalism, interculturally competent teacher
