Unit:
Κατεύθυνση Εφαρμογές της Ψυχολογίας στη σχολική κοινότηταLibrary of the School of Philosophy
Supervisors info:
Φιλιππάτου Διαμάντω Αναπληρώτρια Καθηγήτρια Τμήμα Ψυχολογίας ΕΚΠΑ
Λαμπροπούλου Αικατερίνη, επίκουρη καθηγήτρια, Τμήμα Ψυχολογίας ΕΚΠΑ
Πολυχρόνη Φωτεινή, αναπληρώτρια καθηγήτρια, Τμήμα Ψυχολογίας ΕΚΠΑ
Original Title:
«Στάσεις, ψυχική ανθεκτικότητα εκπαιδευτικών και στρατηγικές συμπερίληψης μαθητών με διαφορετικό πολιτισμικό υπόβαθρο»
Translated title:
" Teacher's attitudes, resilience and inclusion strategies of students with different cultural backgrounds"
Summary:
This thesis aims to investigate the attitudes of teachers about the concept of inclusion
of students with different cultural backgrounds, the differentiated educational strategies used
for their inclusion and the barriers that they face in this process. In addition, it studies the
relation of teacher’s resilience with their views on the inclusion of students with different
cultural background and their beliefs in relation to the implementation of Differentiated
Instruction in classroom with multicultural composition. A self-reported questionnaire was
used to collect the data online from 70 Primary school teachers. The results showed that, the
majority of teachers has neutral views about the full inclusion of students with different
cultural background as they point out the necessity of maintaining separate classrooms for
those students. In the majority, teachers recognise the benefits of Differentiated Instruction in
multicultural classrooms, however a statistical important difference is found between teacher’s
views on the importance of applying differentiated educational practices and the frequency of
their application. Finally, teacher’s resilience appeared to be related to their views regarding
the benefits of differentiated instruction but not to their attitudes toward the inclusion of
students with different cultural backgrounds.
Main subject category:
Education - Sport science
Keywords:
intercultural education, inclusive education, differentiated Instruction, resilience, minority groups
Number of references:
223
