The initial and continuous training of teachers in interculturality: discontinuities and paradoxical injunctions

The initial and continuous training of teachers in interculturality: discontinuities and paradoxical injunctions

• Geneviève Mottet, Université de Genève, Suisse

• Margarita Sanchez-Mazas, Université de Genève, Suisse

doi : https://dx.doi.org/10.18162/fp.2021.576

Résumé

By focusing on the development of intercultural training during its process of integration within the academic system in the late 1990s, the present article takes into account the basic teachers’ education at the university as well as continuing training (catalog of optional courses and mandatory professional development) carried out by the cantonal education authority. We propose to examine these two areas of teachers’ education by tracing back the development of intercultural training, as it has evolved in Geneva over the last thirty years. Using survey data and a lexical study, we examine the overall coherence of teachers’ training in intercultural education and illustrate the particularities of training environments often pursuing divergent objectives.

Abstract

By focusing on the development of intercultural training during its process of integration within the academic system in the late 1990s, the present article takes into account the basic teachers’ education at the university as well as continuing training (catalog of optional courses and mandatory professional development) carried out by the cantonal education authority. We propose to examine these two areas of teachers’ education by tracing back the development of intercultural training, as it has evolved in Geneva over the last thirty years. Using survey data and a lexical study, we examine the overall coherence of teachers’ training in intercultural education and illustrate the particularities of training environments often pursuing divergent objectives.