Teacher education for multiple identities in Europe: a study.

Uvanney Maylor, Alistair Ross


This paper reports some of the findings of a study of how teach­er education currently reflects the increasing diverse school popula­tion in five European countries: France, Greece, UK, Iceland and Po­land. Each of these has made distinctive changes in policy in recog­nition of the greater ethnic and national range of students in the school system. We analyse the views of teachers and teacher-educa­tors in each country, suggesting that most of the professionals in­volved see their role as to encourage pupils to view themselves as having multiple and overlapping identities, which may (inter alia) be national, ethnic, linguistic and European. Within the scope of this pa­per various strategies to achieve this, at the level of the school, local area and nationally are briefly analysed and described.

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Το Βήμα των Κοινωνικών Επιστημών (ISSN 1105-1167) - Πανεπιστήμιο Θεσσαλίας, Αργοναυτών και Φιλλελήνων, 38221, Βόλος τηλ: (24210)74883-2  e-mailvima@uth.gr