The Professional Profile of Teachers Working with Roma Students based on their Perceptions of Cultural Diversity. A Study in Compulsory Education

IF 0.9 Q3 EDUCATION & EDUCATIONAL RESEARCH

Australian Journal of Teacher Education Pub Date : 2021-12-01 DOI:10.14221/ajte.2021v46n12.1

M. López-López, Clemente Rodrguez-Sabiote, Stefania La Malfa

引用次数: 1

Abstract

Encouraging inclusive and intercultural education has become one of the key objectives for a number of international organisations and educational systems. However, moving towards this goal is impossible without the collaboration of teachers as their perceptions influence the way they organise and carry out their professional activities. The aim of this paper is to define the professional profile of compulsory education teachers working with Roma students in the Italian city of Messina. It is based on a study of their perceptions of cultural diversity and involves 182 teachers responsible for teaching students in the first cycle of compulsory education (6-14 year olds). A quantitative design using descriptive statistics resulted in the identification of two types of teacher profile, one with positions favourable to cultural diversity and the other with views and practices not favourable to it.

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基于罗姆学生对文化多样性的认知，教师与罗姆学生合作的专业概况。义务教育研究

鼓励包容性和跨文化教育已成为许多国际组织和教育系统的关键目标之一。然而，如果没有教师的合作，实现这一目标是不可能的，因为他们的观念影响着他们组织和开展专业活动的方式。本文的目的是定义在意大利墨西拿市与罗姆学生一起工作的义务教育教师的专业概况。它基于对他们对文化多样性的看法的研究，涉及182名负责在义务教育第一阶段(6-14岁)教授学生的教师。使用描述性统计的定量设计确定了两种类型的教师概况，一种是有利于文化多样性的立场，另一种是不利于文化多样性的观点和做法。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Australian Journal of Teacher Education EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

1.80

自引率

0.00%

发文量

期刊介绍： The purpose of the Australian Journal of Teacher Education is to enhance the quality of teacher education through the publication of research reports, learned points of view and commentaries. Contributions may address proposals for, or descriptions of, development in the purpose, structure and methodology of teacher education; curriculum issues; changes in schools; or general social, ideological or political issues relating to teacher education. Papers must make an explicit connection with teacher education. The Australian Journal of Teacher Education, which is blind peer reviewed by a minimum of two members of the Editorial panel, is access free, electronic and published by Edith Cowan University. The Journal is indexed by the Australian Education Index and ERIC. It was rated ‘A’ by Australian Research Council in 2010 (www.arc.gov.au/era/era_journal_list/htm ) and is ranked .496 on SCImago. It is pleased to offer authors an efficient publication service. Manuscripts that have been through the review and revision cycle and have been accepted for publication will typically be published within two months. The time to first review can take up to six months, due to the large number of papers being submitted for review. Intending authors should be aware that the Journal has a rejection rate in excess of 50%.