Διαπολιτισμική Παιδαγωγική και Συμβουλευτική Παρέμβαση. Απόψεις Εκπαιδευτικών

Main Article Content

Παρασκευή Αγγελοπούλου
Νικόλαος Μάνεσης

Περίληψη

The objective of the present study was to explore the way that teachers conceptualize intercultural education and whether they understand the need of counseling intervention within the context of intercultural education. For the purpose of this study a specially constructed questionnaire was used including open and close type questions, which was based on previous research from international and Greek literature. The sample comprised of 106 (86 women and 20 men, 2555 years old) teachers from Primary Schools of Achaia in Greece. According to findings, teachers have received average education regarding intercultural pedagogy and even less on counseling, which leads them to adopt more stereotypical attitudes regarding intercultural pedagogy and school counseling. Moreover, teachers based on stereotypical attitudes tend to identify specific motives and obstacles regarding attendance to educative programs on intercultural pedagogy and counseling. Finally, while there is an implicit recognition of the need for counselling, especially in the field of intercultural pedagogy, from part of the participants most teachers perceive the role of special counselor / psychologist at the school setting in a vague way. Further research in school settings should be conducted for the specific identification of problems that arise in those settings. Furthermore, future research should aim at the organisation of interventions in order to promote solutions to the problems that arise at intercultural education contexts.

Article Details

Τεύχος
Ενότητα
Άρθρα