Τα επιμορφωτικά κίνητρα των εκπαιδευτικών για την αντιμετώπιση των αναγκών των δίγλωσσων μαθητών στο δημοτικό σχολείο

Abstract

The objective of the present study was to explore teachers’ perspectives over their educational motives in order to fulfil bilingual students’ educational and social needs within the intercultural educational context they work.
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 106 (86 women and 20 men, 25-55 years old) teachers who work in Primary Schools of Achaia in Greece.
According to findings, teachers have received average education regarding intercultural pedagogy, which leads them to adopt more stereotypical attitudes regarding intercultural pedagogy. Moreover, teachers based on stereotypical perceptions tend to identify specific motives and obstacles regarding attendance to educative programs on intercultural pedagogy and counseling. According to the above, teachers tend to adopt specific educational practices in order to correspond to the bilingual students’ educational and social needs. Finally, research findings suggest that teachers do not recognise their responsibility on the overall intercultural educational process of their bilingual students.
Further qualitative research should take place in the context of intercultural pedagogy in order to better understand individual difficulties that teachers and students face. Furthermore, those difficulties could be viewed as part of students’ learning process and socialization process of children from different cultural backgrounds.