Integrating Immigrant Children into Schools in Europe

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Chapter 6 – The Intercultural Approach at SchoolFigure 6.3: Content of skills in intercultural education which have been clearly specifiedat the central or top level for inclusion in initial teacher trainingfor pre-primary and full-time compulsory education, 2003/04BE frNLATUK-ENGUK-WLSUK-NIRUK-SCTNOAccording to two decrees on initial teacher education dating from 2000 and 2001, the firstresponsibility of initial teacher education is to activate knowledge in the social sciences for anaccurate interpretation of situations experienced in or close to the classroom, and for enhancingability to work with different types of pupil intake at school. Furthermore, in order to satisfy the aimsof their education, prospective teachers should acquire socio-cultural insights concerned with thetheoretical approach to cultural diversity, with initiation into art and culture and with the philosophyand history of religion.For primary education, the ministry has set standards of competence that include interculturaleducation and state that all teachers have to be prepared to teach in multi-ethnic classrooms, thatthey should be capable of offering all pupils a safe and powerful learning environment and preparingthem for citizenship in a multicultural society.The curriculum for persons responsible for pre-primary education aims to strengthen their ability toexpress themselves and pass on an understanding of traditional standards and beliefs, encourageproblem-solving, cooperative behaviour and the peaceful resolution of conflicts, provide an insightinto established cultural practice, and subject social values to critical analysis.Standards for achieving qualified teacher status (QTS) require those to be awarded QTS todemonstrate that they have high expectations of all pupils. They must be able to plan and managelessons which take account of the varied interests and experiences of pupils with differingbackgrounds.Standards for achieving qualified teacher status (QTS) require those to be awarded QTS todemonstrate that they have high expectations of all pupils and that they can plan opportunities tocontribute to pupils’ cultural development.The professional model of teacher competences require teachers to demonstrate that they can takeaccount of cultural differences among children.In the list of competences that future teachers are expected to be able to demonstrate oncompletion of their courses, it is stated under the heading ‘Communication and approaches toteaching and learning’ that ‘he or she must be able to respond appropriately to gender, social,cultural, linguistic and religious differences among pupils.’Beyond that, the ‘Standard for Full Registration’ which details the attributes that teachers areexpected to have acquired by the end of their period of induction includes a requirement that‘Registered teachers must possess sensitive and positive attitudes towards differences (e.g. gender,social, cultural, religious, linguistic) amongst pupils.’The latest framework plan for the general teacher training programme published by the Ministry ofEducation in April 2003 states that teachers must be knowledgeable about the situation of bilingualand multilingual pupils and about interaction between cultures in general, and capable ofcooperating with parents from different cultures. Pupils in compulsory education represent social,linguistic and cultural diversity. The framework plan requires that teachers have insight into theenvironment in which children grow up.Source: Eurydice.63
Integrating Immigrant Children into Schools in EuropeYet in around 10 countries, the framework defined at national level does not in general govern the way inwhich institutions for teacher education really regard their own provision for intercultural education. Thetwo most commonly adopted practices are the development of an intercultural approach via certainsubjects, and training specifically for intercultural education.The first practice is characteristic of certain institutions in the German-speaking Community of Belgium,Germany, Ireland, Latvia, Malta, Slovenia, Slovakia, Norway or Romania. The subjects including elementsof education for an intercultural approach are in most cases the language of instruction, foreignlanguages, geography, history and religious education. In Norway, these subjects are governed by theframework plan for teacher training. In Latvia, teachers of ethics and social sciences play an important rolein intercultural education in compulsory education.Special modules intended to train teachers for an intercultural approach exist for example in certaintraining institutions in France, Ireland, Lithuania, Luxembourg, the Netherlands, Austria, Finland, Slovakiaand Iceland. Their content is usually determined by the institutions themselves. In Austria, thegovernment has established the length, optional nature and content of courses on interculturaleducation that are part of teacher training for pre-primary education.There are thus very few countries that provide institutions with clear instructions as to how curriculashould implement intercultural education. Here and there, support intended directly for those who trainteachers has been introduced.In the Netherlands, the Ministry of Education has stated that teacher training for primary educationshould cover special teaching methods for intercultural education, which are communicated through anetwork of training institutions. In the United Kingdom (England), the Teacher Training Agency’slatest annual survey (2003) of newly qualified teachers shows that many of them felt that their initialtraining had not properly prepared them for teaching in a diverse classroom. In response, the Agency isdeveloping an Initial Teacher Training Professional Resource Network to identify and spread goodpractice. The Network will also develop exemplification materials on diversity for teacher trainers. InNorway, various measures have been implemented to enhance the perception of multiculturalism ininstitutions that provide this training.Continuous professional development in intercultural education, which usually focuses on acquiringcompetence in teaching practice or methodology geared to work with pupils from different culturalbackgrounds, exists in the great majority of countries. It may be provided by many different players, suchas institutions for teacher education, teacher associations, ministries of education and in-service trainingcentres, etc. In most cases, it is optional. In Greece, in-service training is compulsory for teachers inschools that have adopted an intercultural curriculum.In Portugal (where there is no centralised directive on the inclusion of intercultural education in initialteacher education) and in Finland, guidelines on the development of an intercultural approach have beenset as part of continuous professional development.The 2001 legislation in Portugal on the professional qualifications and background of teachers in preprimary,primary and secondary education specifies the skills related to intercultural education thatteachers should acquire in the course of lifelong training if necessary. In Finland, the teacher educationprogramme established in 2001 by the Ministry of Education considers that training related to linguisticminorities and immigrants is a priority area for continuous professional development64
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EURYDICEIntegrating Immigrant Child
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PREFACE‘How do education systems
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CHAPTER 1EUROPEAN POLICIES IN EDUCA
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Page 34 and 35: CHAPTER 3RIGHTS TO EDUCATION AND TO
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Page 38 and 39: CHAPTER 4MEASURES FOR THE INTEGRATI
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Page 68 and 69: CONCLUSIONSThe question of how to i
Page 70 and 71: Conclusionslevel of provision best
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Page 78 and 79: ANNEXESANNEXE 1 (Chapter 1)Figure 1
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Page 88 and 89: AnnexesAT Curricula for German as a
Page 90 and 91: AnnexesPerson responsible for suppo
Page 92 and 93: TABLE OF FIGURESChapter 2: Demograp
Page 94 and 95: REFERENCESLEGISLATIVE DOCUMENTSCoun
Page 96 and 97: ReferencesUniversity Research Insti
Page 98 and 99: ACKNOWLEDGEMENTSEURYDICE NETWORKA.
Page 100 and 101: AcknowledgementsIRELANDEurydice Uni
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Integrating Immigrant Children into Schools in Europe

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