Formazione & insegnamento
ISSN: 2279-7505 | Published: 2022-04-30
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Title: Preparing for Cultural Diversity in South Tyrol: The Importance of Sense of Belonging
Abstract: Italy has historically played a pioneer role regarding inclusion. However, inclusion in the educational context has mainly focused on students with special needs. Lately, this understanding has broadened taking into account the various heterogenous backgrounds of the students. For South Tyrol, the question of inclusion arises particularly with regard to the consideration of different cultures. Therefore, developing intercultural skills plays an impor-tant role in the curriculum of the reformed teacher education master pro-gramme of the University of Bolzano. The aim is for the graduates to perceive interculturality as an enrichment. The present study examines the attitudes (cultural beliefs, values, and motivational orientations) of the German-speaking students (n = 823) of different cohorts with regard to interculturality and relates these to their study and work experiences on the one hand and their feeling of belonging to Italy or South Tyrol on the other. The results showed mostly positive attitudes that tend to increase with increasing experiences. Sense of belonging turned out to be the strongest predictor of attitudes, an aspect that has so far not been adequately researched. The results underscore the importance of self-reflection skills and opportunities during study.
Keywords: Assimilation; Colorblindness; Cultural beliefs; Multiculturalism; Teacher education
Title: Preparazione per il multiculturalismo in Alto Adige: L'importanza del senso di appartenenza
Abstract: Nel dibattito su formazione e inclusione l'Italia gioca un ruolo pioneristico. Se in passato questo termine si riferiva primariamente ad alunne/i con bisogni speciali, oggi il concetto di inclusione si impiega in senso più ampio, tenendo conto anche della sempre maggiore eterogeneità dei background individuali delle alunne/degli alunni. In Alto Adige la questione dell'inclusione è legata innanzitutto all'esigenza di considerare le diverse culture, per cui non stupisce che l'insegnamento delle competenze interculturali assuma un ruolo di rilievo nel piano di studi del corso di laurea magistrale a ciclo unico1, il corso riformato offerto dalla facoltà di Scienze della Formazione Primaria della Libera Università di Bolzano. Scopo delle lezioni incentrate su queste tematiche è far sì che le/i future/i insegnanti delle scuole primarie e dell'infanzia percepiscano l'interculturalità come arricchimento. Lo studio esamina le posizioni (convinzioni, sistemi di valori e orientamento motivazionale) in merito all'interculturalità di studentesse/studenti di lingua tedesca (n = 823) di diverse coorti e li relaziona sia con le esperienze di studio e pra-tiche sia con il senso di appartenenza. I risultati palesano posizioni in preva-lenza positive, la cui positività tende ad accrescere con l'aumentare delle esperienze. Il senso di appartenenza, un aspetto finora poco analizzato, si è rivelato essere il predittore più forte per quel che riguarda le posizioni individuali. I risultati mostrano l'importanza della capacità di auto-riflessione e delle opportunità di sperimentarla nel corso degli studi.
Keywords: Assimilazione; Colorblindness; Credenze culturali; Formazione degli insegnanti; Multiculturalismo
Title: Préparation du multiculturalisme dans le Tyrol du Sud: l'importance du sentiment d'appartenance
Abstract: Dans le débat sur la formation et l'inclusion, l'Italie joue un rôle pionnier.Si dans le passé, ce terme faisait référence principalement aux élèves / s avec des besoins spéciaux, le concept d'inclusion est aujourd'hui utilisé dans un sens plus large, en tenant également compte de l'hétérogénéité croissante de l'arrière-plan individuel des élèves / élèves.Dans le sud du Tyrol, la question de l'inclusion est d'abord liée à la nécessité de considérer les différentes cultures, il n'est donc pas surprenant que l'enseignement des compétences interculturelles assume un rôle important dans le plan d'étude du cours de maîtrise à cycle unique1, le cours réformé offert par la faculté d'enseignement primaire de l'Université gratuite de Bolzano.Le but des leçons axées sur ces questions est de garantir que les enseignants futurs) des écoles primaires et de l'enfance perçoivent l'interculturalité comme un enrichissement.L'étude examine les positions (croyances, systèmes de valeurs et orientation motivationnelle) concernant l'interculturalité des étudiants germanophones (n = 823) de différentes cohortes et les relie à la fois aux expériences d'étude et de pra-scheme et avec le sentiment d'appartenance.Les résultats révèlent des positions de gradation de préva positive, dont la positivité a tendance à augmenter avec l'augmentation des expériences.Le sentiment d'appartenance, un aspect jusqu'à présent pas très analysé, s'est avéré être le prédicteur le plus fort en ce qui concerne les positions individuelles.Les résultats montrent l'importance de la capacité de la réflexion automatique et des opportunités de le ressentir pendant les études. & Nbsp; (This version of record did not originally feature translated metadata in this target language; the translation is hereby provided by Google Translation)
Keywords: Assimilation;Colormandiness;Croyances culturelles;Formation des enseignants;Multiculturalisme
Title: Preparación para el multiculturalismo en el Tirol del Sur: la importancia del sentido de pertenencia
Abstract: En el debate sobre la formación e inclusión, Italia juega un papel pionero.Si en el pasado este término se refiere principalmente a los alumnos/s con necesidades especiales, hoy el concepto de inclusión se usa en un sentido más amplio, también tiene en cuenta la creciente heterogeneidad de los antecedentes individuales de los alumnos/alumnos.En South Tyrol, el tema de la inclusión se relaciona primero con la necesidad de considerar las diferentes culturas, por lo que no es sorprendente que la enseñanza de las habilidades interculturales asuma un papel importante en el plan de estudio del curso de maestría de un solo ciclo 1, el curso reformado ofrecido por la facultad de educación primaria de la Universidad Libre de Bolzano.El propósito de las lecciones centradas en estos temas es garantizar que los maestros del futuro de las escuelas primarias y la infancia perciban la interculturalidad como un enriquecimiento.El estudio examina las posiciones (creencias, sistemas de valores y orientación motivacional) con respecto a la interculturalidad de los estudiantes de habla alemana (n = 823) de diferentes cohortes y los relaciona con las experiencias de estudio y esquema de PRA y con el sentido de pertenencia.Los resultados revelan posiciones positivas de graduación de preva, cuya positividad tiende a aumentar con el aumento de las experiencias.El sentido de pertenencia, un aspecto hasta ahora no muy analizado, ha demostrado ser el predictor más fuerte en cuanto a posiciones individuales.Los resultados muestran la importancia de la capacidad de la auto-reflexión y las oportunidades para experimentarlo durante los estudios. & Nbsp; (This version of record did not originally feature translated metadata in this target language; the translation is hereby provided by Google Translation)
Keywords: Asimilación;Daltonismo;Creencias culturales;Capacitación de maestros;Multiculturalismo
Title: Preparação para o multiculturalismo no tirol sul: a importância do sentido de pertencer
Abstract: No debate sobre formação e inclusão, a Itália desempenha um papel pioneiro.Se no passado esse termo se referiu principalmente aos alunos com necessidades especiais, hoje o conceito de inclusão é usado em um sentido mais amplo, levando também em consideração a crescente heterogeneidade do contexto individual dos alunos/pupilas.No Tirol do Sul, a questão da inclusão está ligada à necessidade de considerar as diferentes culturas; portanto, não surpreende que o ensino de habilidades interculturais assuma um papel importante no plano de estudo do curso de mestrado de ciclo único1, o curso reformado oferecido pela Faculdade de Educação Primária da Universidade Livre de Bolzano.O objetivo das lições focado nessas questões é garantir que os professores de escolas primárias e da infância percebam futuras e) percebem a interculturalidade como um enriquecimento.O estudo examina as posições (crenças, sistemas de valores e orientação motivacional) em relação à interculturalidade de estudantes de língua alemã (n = 823) de diferentes coortes e as relaciona com experiências de estudo e pra-scheme e com o sentimento de pertencimento.Os resultados revelam posições positivas para a graduação da Prepance, cuja positividade tende a aumentar com o aumento das experiências.O sentimento de pertencimento, um aspecto até agora não muito analisado, provou ser o preditor mais forte no que diz respeito a posições individuais.Os resultados mostram a importância da capacidade da reflexão automática e as oportunidades de experimentá-la durante os estudos. & Nbsp; (This version of record did not originally feature translated metadata in this target language; the translation is hereby provided by Google Translation)
Keywords: Assimilação;Daltonismo;Crenças culturais;Treinamento dos professores;Multiculturalismo
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