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Teachers’ views on implementing intercultural education in Greece: the case of 13 primary schools

Teachers’ views on implementing intercultural education in Greece: the case of 13 primary schools <jats:sec> <jats:title content-type="abstract-subheading">Purpose</jats:title> <jats:p>The purpose of this paper is to explore teachers’ and head teachers’ perceptions of the implementation of intercultural education within the 13 intercultural primary schools (IPSs) in Greece.</jats:p> </jats:sec> <jats:sec> <jats:title content-type="abstract-subheading">Design/methodology/approach</jats:title> <jats:p>The research methodology adopted is a mixed-method approach. It has been employed to add breadth and depth to the analysis and to achieve a better understanding of the issue examined. The research methods used include questionnaires administered and interviews conducted with teachers and head teachers.</jats:p> </jats:sec> <jats:sec> <jats:title content-type="abstract-subheading">Findings</jats:title> <jats:p>The results indicate that great importance is attributed to the use of cooperative learning, group work and the interdisciplinary approach to implementing intercultural education. The findings provide suggestions for the creation of a school environment in which the intercultural dimension will be promoted, so as to meet the educational needs of native, foreign and, repatriate pupils attending both intercultural and mainstream primary schools.</jats:p> </jats:sec> <jats:sec> <jats:title content-type="abstract-subheading">Research limitations/implications</jats:title> <jats:p>The research study focusses on primary education. Nonetheless, some of the findings may be applicable to secondary education.</jats:p> </jats:sec> <jats:sec> <jats:title content-type="abstract-subheading">Originality/value</jats:title> <jats:p>The contribution of this study to the topic examined is significant since this is a country-scale research conducted among the 13 IPSs – and there has been no previous research conducted in all 13 IPSs in Greece – and different pupil populations. Therefore, teachers’ views and practices allow international readership to be informed of the Greek intercultural context as well as to reflect a variety of teaching approaches and methods that can be well adopted by intercultural practitioners and which in turn can contribute to the improvement of the entire spectrum of pedagogy and pursue further research.</jats:p> </jats:sec> http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png International Journal of Comparative Education and Development CrossRef

Teachers’ views on implementing intercultural education in Greece: the case of 13 primary schools

International Journal of Comparative Education and Development , Volume 19 (2/3): 50-64 – May 8, 2017

Teachers’ views on implementing intercultural education in Greece: the case of 13 primary schools


Abstract

<jats:sec>
<jats:title content-type="abstract-subheading">Purpose</jats:title>
<jats:p>The purpose of this paper is to explore teachers’ and head teachers’ perceptions of the implementation of intercultural education within the 13 intercultural primary schools (IPSs) in Greece.</jats:p>
</jats:sec>
<jats:sec>
<jats:title content-type="abstract-subheading">Design/methodology/approach</jats:title>
<jats:p>The research methodology adopted is a mixed-method approach. It has been employed to add breadth and depth to the analysis and to achieve a better understanding of the issue examined. The research methods used include questionnaires administered and interviews conducted with teachers and head teachers.</jats:p>
</jats:sec>
<jats:sec>
<jats:title content-type="abstract-subheading">Findings</jats:title>
<jats:p>The results indicate that great importance is attributed to the use of cooperative learning, group work and the interdisciplinary approach to implementing intercultural education. The findings provide suggestions for the creation of a school environment in which the intercultural dimension will be promoted, so as to meet the educational needs of native, foreign and, repatriate pupils attending both intercultural and mainstream primary schools.</jats:p>
</jats:sec>
<jats:sec>
<jats:title content-type="abstract-subheading">Research limitations/implications</jats:title>
<jats:p>The research study focusses on primary education. Nonetheless, some of the findings may be applicable to secondary education.</jats:p>
</jats:sec>
<jats:sec>
<jats:title content-type="abstract-subheading">Originality/value</jats:title>
<jats:p>The contribution of this study to the topic examined is significant since this is a country-scale research conducted among the 13 IPSs – and there has been no previous research conducted in all 13 IPSs in Greece – and different pupil populations. Therefore, teachers’ views and practices allow international readership to be informed of the Greek intercultural context as well as to reflect a variety of teaching approaches and methods that can be well adopted by intercultural practitioners and which in turn can contribute to the improvement of the entire spectrum of pedagogy and pursue further research.</jats:p>
</jats:sec>

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Publisher
CrossRef
ISSN
2396-7404
DOI
10.1108/ijced-07-2017-0013
Publisher site
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Abstract

<jats:sec> <jats:title content-type="abstract-subheading">Purpose</jats:title> <jats:p>The purpose of this paper is to explore teachers’ and head teachers’ perceptions of the implementation of intercultural education within the 13 intercultural primary schools (IPSs) in Greece.</jats:p> </jats:sec> <jats:sec> <jats:title content-type="abstract-subheading">Design/methodology/approach</jats:title> <jats:p>The research methodology adopted is a mixed-method approach. It has been employed to add breadth and depth to the analysis and to achieve a better understanding of the issue examined. The research methods used include questionnaires administered and interviews conducted with teachers and head teachers.</jats:p> </jats:sec> <jats:sec> <jats:title content-type="abstract-subheading">Findings</jats:title> <jats:p>The results indicate that great importance is attributed to the use of cooperative learning, group work and the interdisciplinary approach to implementing intercultural education. The findings provide suggestions for the creation of a school environment in which the intercultural dimension will be promoted, so as to meet the educational needs of native, foreign and, repatriate pupils attending both intercultural and mainstream primary schools.</jats:p> </jats:sec> <jats:sec> <jats:title content-type="abstract-subheading">Research limitations/implications</jats:title> <jats:p>The research study focusses on primary education. Nonetheless, some of the findings may be applicable to secondary education.</jats:p> </jats:sec> <jats:sec> <jats:title content-type="abstract-subheading">Originality/value</jats:title> <jats:p>The contribution of this study to the topic examined is significant since this is a country-scale research conducted among the 13 IPSs – and there has been no previous research conducted in all 13 IPSs in Greece – and different pupil populations. Therefore, teachers’ views and practices allow international readership to be informed of the Greek intercultural context as well as to reflect a variety of teaching approaches and methods that can be well adopted by intercultural practitioners and which in turn can contribute to the improvement of the entire spectrum of pedagogy and pursue further research.</jats:p> </jats:sec>

Journal

International Journal of Comparative Education and DevelopmentCrossRef

Published: May 8, 2017

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