INTIMETS project has won EPOS award.
Welcome
Integrative Teaching in Multicultural Environment for Teacher Students 10 days (13 – 24 October 2008)
After the establishment period of the EU, different relationships occurred in economic, political and sociological areas. Multiculturalism is more often pronounced especially in terms of sociology. In this context, the question of how the intercultural relationships between the societies with multi-cultures should be improved and how to make use of this cultural richness came to the table. To contribute to these mentioned discussions, we will focus on the topic, “integrative teaching in multicultural environments for teacher-students” under the Erasmus program. As teachers, we hold the responsibility to transfer knowledge to all individuals. When we look at this from this angle, the Erasmus program aims to integrate different cultures and foster cultural interactions at the university level. Academicians and students who are involved in teacher education in the EU form the target group in this issue. Teachers who will educate the immigrants (especially Turkish students) living in Belgium and Denmark should have a broad perspective and understanding on different cultures. In this IP program, presentations will be based on mutual interaction, exchange of information and discussions on the following topics;
- The effects of instructional technology on multicultural environment
- The effects of sport education on cultural and intercultural interaction
- The effects of multicultural environment in special education practices
- The role of national and universal values on multicultural environment
- Intercultural interaction on science and technology development
- Effects of language on cultural and multicultural environment
- Citizenship education on multicultural environment
- Development of instructional curricula for multicultural environment
At the end of the IP it will be highlighted that multicultural issues are essential part of teacher training. This IP will contribute to develop necessary knowledge and skills in order to teach in multicultural environment.
PROJECT BACKGROUND AND AIMS
It’s possible to have an educational system covering universal values which have and improve scientific thinking and are connected with the various lifestyles throughout the European society. The EU, as in all social areas, doesn’t dictate country members to practice a specific model for multicultural education. Each member country should develop and practice a system which is suitable to its own socio-economic structure while integrating the common values of the European community.
The EU doesn’t have a specific educational policy but stands by having similar educational systems. In this issue, programs are practicing which is necessary for conformity; work on common system without losing countries’ own qualities.
The EU member countries improve educational systems connected with their national qualities, common principles and policies organizing and improving some criteria. In order to become a full member of EU, Turkey has to bring its level of education to the standards of the EU.
For countries to be modernized, it’s essential that the young generation can access information, use technology, do research, solve problems and make proper decisions using critical thinking. Educational institutions are responsible to provide these facilities for the young people. The success of this modernization is also closely related to the quality of the teachers.
Unfortunately, often teachers face these responsibilities without the appropriate resources and experience, in both the professional and emotional sense of the word. This may influence their expectations of and attitudes towards their students. The fact that teachers take part in the socialization of their pupils, combined with the fact that their classrooms are often the nexus of many different cultures means that teachers must not only be competent in their field or specialization, but must also have what is called “intercultural competence.” Intercultural competence can be understood as the necessary skills and attitudes to suspend one’s own beliefs about cultures (both own and other) while learning about general processes of societal and individual interaction in familiar and unfamiliar cultures.
