Description:
This was a project led by the Joint Research Center of the European Commission, and led by the Universitat Católica de Valencia and Universitat Autònoma de Barcelona. It involved a consortium of numerous associations and researchers who participated in the delivery of the its results.
The project was building on the insights from research that teachers in the EU struggle to address increasing diversity in classrooms and often lack the necessary competences and tools to successfully manage this diversity.
The overall aim of this research project is to support policies addressing the barriers in the field of Intercultural Competences of teachers. Based on existing knowledge of the key enabling components of Teachers’ IC and their associated barriers, the concrete aim of this research is the identification and analysis of innovative good practices, mainly within the EU to address those barriers.
An objective of the research has been to gather an inventory of examples illustrating innovative practices that have emerged to overcome the barriers teachers find in acquiring and teaching IC. An in-depth analysis of the inventory as well as cross-case analysis of practices validated by experts and teachers produced a series of policy recommendations to support educational policy designers and other stakeholders.
The project outputs were:
- Systemic literature review of key enabling components of Teachers’ IC and associated barriers
- Innovative good practices of Teachers’ IC
- Cross-case analysis and expert validation
- A final report
All these results were reflected in 3 main volumes, all available for free use
