Despite the noisy silence of the recent Italian school reform (L. n. 107/2015) about the 850,000 foreign students (10% of the total), the problem of an inclusive multicultural coexistence was not neglected by literature (Fiorucci and others, 2017; Santagati and Ongini, 2016; Catarci and Fiorucci, 2013; Ongini, 2011; Santerini, 2010; Sabatino, 2008) and ministerial guidelines (MIUR, 2014). Both highlighted the importance of an intercultural training of teachers, specifically on psycho-pedagogical, socio-anthropological and linguistic areas (Ministero della PI, 2007; Fiorucci, 2015; D’Aprile, 2017). The Master in Organizzazione e gestione delle istituzioni scolastiche in contesti multiculturali - funded by the AMIF (Asylum, Migration and Integration Fund) and developed at 23 Italian universities - was conceived directly referring to the above-mentioned knowledge fields.

Intercultural Teachers Training: Process, Product and Impact Assessments of the Master Organizzazione e gestione delle istituzioni scolastiche in contesti multiculturali at the University of Catania

Giuseppe Pillera
;
Maria Tomarchio
2019

Abstract

Despite the noisy silence of the recent Italian school reform (L. n. 107/2015) about the 850,000 foreign students (10% of the total), the problem of an inclusive multicultural coexistence was not neglected by literature (Fiorucci and others, 2017; Santagati and Ongini, 2016; Catarci and Fiorucci, 2013; Ongini, 2011; Santerini, 2010; Sabatino, 2008) and ministerial guidelines (MIUR, 2014). Both highlighted the importance of an intercultural training of teachers, specifically on psycho-pedagogical, socio-anthropological and linguistic areas (Ministero della PI, 2007; Fiorucci, 2015; D’Aprile, 2017). The Master in Organizzazione e gestione delle istituzioni scolastiche in contesti multiculturali - funded by the AMIF (Asylum, Migration and Integration Fund) and developed at 23 Italian universities - was conceived directly referring to the above-mentioned knowledge fields.
9788894488807
Interculturalism, Inclusion, Teachers training, School management, Formative assessment
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Utilizza questo identificativo per citare o creare un link a questo documento: http://hdl.handle.net/20.500.11769/372209
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