Developing Intercultural and Democratic Competences in Teacher EducationThe role of the International frameworks

  1. Tamar Shuali 1
  1. 1 European Institute of Education for Democratic Culture UCV
Journal:
Revista española de educación comparada

ISSN: 1137-8654

Year of publication: 2022

Issue: 41

Pages: 84-102

Type: Article

DOI: 10.5944/REEC.41.2022.31189 DIALNET GOOGLE SCHOLAR lock_openOpen access editor

More publications in: Revista española de educación comparada

Abstract

The EU is, in formal terms, a union of states founded on the values of respect for human dignity, freedom, democracy, equality, the rule of law, and respect for human rights and values. The value of the cultural diversity of European societies is thus questioned by radi-cal voices that endeavour to disseminate discord and fragmentation between and within MS. Both policy makers and practitioners argue for a need to develop Intercultural and Democratically competent teachers who are capable of bridging the gap between the poli-tics of belonging and the individual ́s expression of belonging. The following paper analyses three international flagship competence frameworks for the development of Intercultural competence. It argues for a need in shifting the approach in teachers education ion for addressing Cultural Diversity choosing the Council of Europe RFCDC framework as the optimal choice for teacher education towards a new paradigm of intercultural and demo-cratic competence.

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