Teacher education for multiple identities in Europe: a study.
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.
Το Βήμα των Κοινωνικών Επιστημών (ISSN 1105-1167) - Πανεπιστήμιο Θεσσαλίας, Αργοναυτών και Φιλλελήνων, 38221, Βόλος τηλ: (24210)74883-2 e-mail: firstname.lastname@example.org