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Social Sustainability and Professional Development: Assessing a Training Course on Intercultural Education for In-Service Teachers

Author

Listed:
  • Michele Biasutti

    (Department of Philosophy, Sociology, Education and Applied Psychology (FISPPA), University of Padova, 35139 Padova, Italy)

  • Eleonora Concina

    (Department of Philosophy, Sociology, Education and Applied Psychology (FISPPA), University of Padova, 35139 Padova, Italy)

  • Sara Frate

    (Department of Philosophy, Sociology, Education and Applied Psychology (FISPPA), University of Padova, 35139 Padova, Italy)

Abstract

Background : World-wide migration is one of the most important issues of the 21st century. One crucial problem that has arisen as a result of mass migration is how school teachers are taught to use methods and tools that both support intercultural education and the promotion of inclusion as a core pedagogical construct. For these reasons, it is unsurprising that there is an increased need for studies within the field of social sustainability that consider the effects of professional development for teachers. Methods : The current paper presents the assessment of a professional development training course on intercultural education addressed to Italian primary and middle school teachers. The course was framed within a sociocultural approach and had a learner-centered focus. The research methodology used within our research involved a qualitative method to assess the effects of the training course activities. The perceived professional development was analyzed through the administration of an open question survey addressed to the teachers that attended the training course. Results : The qualitative analysis revealed the following themes: Teachers’ attitudes, teaching methods and instruments, community of practice, positive features of the course, course weaknesses, and suggestions for improvement. The results of this analysis showed that the training course was an occasion for teachers to discuss different pedagogical approaches, teaching strategies, and practices in intercultural education. Conclusion : The findings suggest that the activities created an environment for teachers to reflect upon their teaching approaches and practices. Our research shows that professional development interventions of this kind may help to improve intercultural pedagogical abilities among primary and middle school teachers.

Suggested Citation

  • Michele Biasutti & Eleonora Concina & Sara Frate, 2019. "Social Sustainability and Professional Development: Assessing a Training Course on Intercultural Education for In-Service Teachers," Sustainability, MDPI, vol. 11(5), pages 1-12, February.
    • Handle: RePEc:gam:jsusta:v:11:y:2019:i:5:p:1238-:d:209240
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    Citations

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    Cited by:

    1. Michele Biasutti & Eleonora Concina & Sara Frate & Ibrahim Delen, 2021. "Teacher Professional Development: Experiences in an International Project on Intercultural Education," Sustainability, MDPI, vol. 13(8), pages 1-16, April.
    2. Moises Esteban-Guitart & José Luis Lalueza & Cristina Zhang-Yu & Mariona Llopart, 2019. "Sustaining Students’ Cultures and Identities. A Qualitative Study Based on the Funds of Knowledge and Identity Approaches," Sustainability, MDPI, vol. 11(12), pages 1-12, June.
    3. Sumaira Kayani & Humaira Kayani & Khisro Kaleem Raza & Saima Kayani & Weijian Li & Michele Biasutti, 2022. "Interpersonal Factors Affecting Adolescents’ Career Exploration in PAKISTAN," Sustainability, MDPI, vol. 14(13), pages 1-12, June.
    4. Emilio José Delgado-Algarra & Ignacio Aguaded & César Bernal-Bravo & Antonio Alejandro Lorca-Marín, 2020. "Citizenship and Pluriculturalism Approaches of Teachers in the Hispanic and Japanese Contexts: Higher Education Research," Sustainability, MDPI, vol. 12(8), pages 1-20, April.
    5. Stanislav Avsec & Vesna Ferk Savec, 2021. "Pre-Service Teachers’ Perceptions of, and Experiences with, Technology-Enhanced Transformative Learning towards Education for Sustainable Development," Sustainability, MDPI, vol. 13(18), pages 1-28, September.
    6. María Concepción Domínguez Garrido & Adiela Ruiz-Cabezas & María Castañar Medina Domínguez & María Cecilia Loor Dueñas & Eufrasio Pérez Navío & Antonio Medina Rivilla, 2020. "Teachers’ Training in the Intercultural Dialogue and Understanding: Focusing on the Education for a Sustainable Development," Sustainability, MDPI, vol. 12(23), pages 1-28, November.
    7. Adrián Segura-Robles & María Elena Parra-González, 2019. "Analysis of Teachers’ Intercultural Sensitivity Levels in Multicultural Contexts," Sustainability, MDPI, vol. 11(11), pages 1-12, June.

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