Teachers for an Inclusive School

The module has the main objective of giving teachers useful information about how they can develop intercultural competence and thus organize and manage multicultural classes. For example, Zadra (2004) states that the training of teaching staff is an important factor in the development of intercultural competences in learners. Designing learning activities to develop intercultural competences entails consideration of the following:

• The integration of activities in the institutional curriculum;
• The use of active and experiential methodologies instead of a traditional teaching method;
• The affective and relational context among peers and with the teacher;
• The interdisciplinary connection among subjects and the links with current issues and the reality prevailing in the territory concerned.

The first chapter begins by providing an outline of the idea of intercultural competence in the context of the European Union, and goes on to look at definitions of the concept by scholars in the academic field. Than it focuses the reader’s attention on a well-known theoretical model for the development of intercultural competence.
The second chapter describes teaching and learning methods that can be implemented in the classroom. Didactics models and methods to promote intercultural competences are explained, with a special focus on knowledge, skills, and attitude.
The third chapter deals with myths regarding evaluation processes and presents a proposal for a correct evaluation process and a brief list of quantitative and qualitative instruments to use in the context of the classroom.