Απόψεις εκπαιδευτικών για την διαπολιτισμική εκπαίδευση στην Ελλάδα: Προκλήσεις και πολιτικές

Teachers’ perceptions on multicultural education in Greece: Challenges and policies (Αγγλική)

  1. MSc thesis
  2. Ζαχαροπούλου, Αθανάσια
  3. Γλωσσική Εκπαίδευση για πρόσφυγες και μετανάστες (LRM)
  4. 03 Σεπτεμβρίου 2022 [2022-09-03]
  5. Αγγλικά
  6. 159
  7. Καρανικόλα, Ζωή
  8. Παλαιολόγου, Νεκταρία | Πλιόγκου, Βασιλική
  9. Reception classes | Intercultural education | Teachers | Challenges | Policies | Greece
  10. 2
  11. 8
  12. 106
  13. 6 Πίνακες και 1 εικόνα
    • The purpose of this study is to investigate the Greek teachers’ views on the challenges they face in intercultural settings and explore if and how the policies of the Greek Ministry of Education, concerning those classes, affect the teaching procedures and are liable for those challenges. Eight semi-structured interviews were conducted with kindergarten and primary school teachers that have at least one year of experience working in Reception classes in Zones of Educational Priority (ZEPs) and Preparatory Classes for the Education of Refugees (DYEPs). Most of the participants were working in the area of Trizinia, Greece during the current school year. The content analysis of the data complies with the bibliography and the findings of pre-existing studies concerning the challenges teachers face. The participants mentioned that many of the challenges are affected or created by the Ministry’s policies for intercultural education. Specifically, policies about the staffing of reception classes, the outdated material, and the ethnocentric curriculum were some of the challenges mentioned. Finally, suggestions were made in order to mobilize changes in policies. The goal is the creation of a democratic intercultural school where teachers would find it fulfilling to teach and students would be happy to attend
    • The purpose of this study is to investigate the Greek teachers’ views on the challenges they face in intercultural settings and explore if and how the policies of the Greek Ministry of Education, concerning those classes, affect the teaching procedures and are liable for those challenges. Eight semi-structured interviews were conducted with kindergarten and primary school teachers that have at least one year of experience working in Reception classes in Zones of Educational Priority (ZEPs) and Preparatory Classes for the Education of Refugees (DYEPs). Most of the participants were working in the area of Trizinia, Greece during the current school year. The content analysis of the data complies with the bibliography and the findings of pre-existing studies concerning the challenges teachers face. The participants mentioned that many of the challenges are affected or created by the Ministry’s policies for intercultural education. Specifically, policies about the staffing of reception classes, the outdated material, and the ethnocentric curriculum were some of the challenges mentioned. Finally, suggestions were made in order to mobilize changes in policies. The goal is the creation of a democratic intercultural school where teachers would find it fulfilling to teach and students would be happy to attend
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