Project

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Serbian Education for Roma inclusion: Understanding and assessing teachers’ intercultural sensitivity in Serbia

English title Serbian Education for Roma inclusion: Understanding and assessing teachers’ intercultural sensitivity in Serbia
Applicant Leutwyler Bruno
Number 152481
Funding scheme SCOPES
Research institution Pädagogische Hochschule Zug
Institution of higher education Pädagogische Hochschule Zug - PHZG
Main discipline Education and learning sciences, subject-specific education
Start/End 01.05.2014 - 31.12.2016
Approved amount 147'126.00
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All Disciplines (3)

Discipline
Education and learning sciences, subject-specific education
Education and learning sciences, subject-specific education
Psychology

Keywords (7)

Cultural Diversity; Teacher Education; Intercultural Education; Teachers' Beliefs; Roma; Ethnic Minorities; Intercultural Sensitivity

Lay Summary (German)

Lead
Die Inklusion ethnischer Minderheiten im serbischen Bildungssystem stellt eine grosse Herausforderung dar. Insbesondere die Minderheit der Roma ist von einer Inklusion bislang weit entfernt. Eine bedeutsame Ursache liegt dabei im diskriminierenden Verhalten von Lehrpersonen. Das Forschungsprojekt bearbeitet die Frage, wie die serbische Lehrerinnen- und Lehrerbildung dieser Herausforderung wirkungsvoll begegnen kann.
Lay summary

Inhalt und Ziel des Forschungsprojekts

Grundlegende Einstellungen und Haltungen von Lehrpersonen prägen in bedeutsamem Ausmass die Art und Weise, wie diese ihren Berufsauftrag wahrnehmen und umsetzen. Eine wirkungsvolle Aus- und Weiterbildung von Lehrpersonen muss deshalb entsprechende Einstellungen und Haltungen kennen und diese bearbeiten können. In Bezug auf die Inklusion ethnischer Minderheiten fehlen allerdings entsprechende Grundlagen. Das Projekt setzt an dieser Forschungslücke an: Erstens ergründet es mit einem qualitativen Vorgehen Einstellungen und Haltungen von Lehrpersonen bezüglich ethnischer Minderheiten in Serbien und zeigt deren Zusammenhang mit der Entwicklung interkultureller Sensibilität auf. Zweitens entwickelt es mit einem quantitativen Vorgehen ein ‚Assessment Tool‘ zur Identifikation von individuellen Einstellungen und Haltungen zur Integration von ethnischen Minderheiten in Serbien. Dieses Instrument soll der Aus- und Weiterbildung von Lehrpersonen dienen, um Aus- und Weiterbildungsinhalte auf individuelle Entwicklungsstufen anzupassen und damit optimale Wirksamkeit zu erreichen.

 

Wissenschaftlicher und gesellschaftlicher Kontext

Das Projekt begegnet der Herausforderung der Inklusion ethnischer Minderheiten im serbischen Bildungssystem, indem es bislang fehlende Erkenntnisse generiert, die zur Stärkung der Wirksamkeit der Aus- und Weiterbildung von Lehrpersonen beitragen.

Direct link to Lay Summary Last update: 09.04.2014

Responsible applicant and co-applicants

Employees

Publications

Publication
The structure of teacher-specific intercultural competence: Empirical evidence on the ‘beliefs, values, and goals’ dimension
Leutwyler Bruno, Petrović Danijela S., Jokić Tijana (2018), The structure of teacher-specific intercultural competence: Empirical evidence on the ‘beliefs, values, and goals’ dimension, in PSIHOLOGIJA, 51(1), 107-126.
Self-Regulatory Dimension of Teachers’ Intercultural Competence: Development and Psychometric Evaluation of New Scales
Zlatković Blagica, Petrović Danijela S., Erić Milica, Leutwyler Bruno, Jokić Tijana (2017), Self-Regulatory Dimension of Teachers’ Intercultural Competence: Development and Psychometric Evaluation of New Scales, in Psihološka istraživanja, 20(2), 199-220.
ИМПЛИЦИТНА УВЕРЕЊА НАСТАВНИКА О УЧЕНИЦИМА РОМСКЕ И МАЂАРСКЕ КУЛТУРНЕ ГРУПЕ
DimitrijevićBojana, PetrovićDaniela, LeutwylerBruno (2017), ИМПЛИЦИТНА УВЕРЕЊА НАСТАВНИКА О УЧЕНИЦИМА РОМСКЕ И МАЂАРСКЕ КУЛТУРНЕ ГРУПЕ, in Zbornik Instituta za pedagoška istrazivanja, 49(1), 55-76.
Competencies for Intercultural Education: Conceptualization and Empirical Findings
Petrović Danijela, Zlatković Blagiza, Jokić Tijana, Erić Milica, Dimitrijević B. & Leutwyler B (2016), Competencies for Intercultural Education: Conceptualization and Empirical Findings, in Proceedings of the International Psychological Applications Conference , LisbonWorld Institute for Advanced Research and Science, Lisbon.
Motivational aspects of teachers’ intercultural competence: Development and psychometric evaluation of new scales for the assessment of motivational orientation
Petrović Danijela, Jokić. Tijana, Leutwyler Bruno (2016), Motivational aspects of teachers’ intercultural competence: Development and psychometric evaluation of new scales for the assessment of motivational orientation, in Psihologija, 49(4), 393-413.
Teachers’ Beliefs and Intercultural Sensitivity
Leutwyler Bruno, Mantel Carola (2015), Teachers’ Beliefs and Intercultural Sensitivity, in Social Juctice and Diversity in Teacher Education. Proceedings of the ATEE Winter Conference , BudapestAssociation for Teacher Education in Europe, ATEE, Brussels.
Teachers’ Perceptions of Cultural Differences: Ethnocentric and Ethnorelative Worldviews in School
Dimitrijević Bojana (2015), Teachers’ Perceptions of Cultural Differences: Ethnocentric and Ethnorelative Worldviews in School, in Popov Nikolay (ed.), Bulgarian Comparative Education Society, Sofia, 352-358.

Collaboration

Group / person Country
Types of collaboration
University of Nis Serbien (Europe)
- in-depth/constructive exchanges on approaches, methods or results
- Publication
- Research Infrastructure
Open Society Foundation Serbia Serbien (Europe)
- in-depth/constructive exchanges on approaches, methods or results
University of Belgrade Serbien (Europe)
- in-depth/constructive exchanges on approaches, methods or results
- Publication
- Research Infrastructure
- Exchange of personnel

Scientific events

Active participation

Title Type of contribution Title of article or contribution Date Place Persons involved
European Conference on Educational Research ECER 2017 Talk given at a conference Beliefs, Values and Goals as Aspects of Teachers’ Intercultural Competence: Empirical Evidence on their Structure 23.08.2017 Kopenhagen, Denmark Leutwyler Bruno;
ECER 2016 «Leading Education: The Distinct Contributions of Educational Research and Researchers» Talk given at a conference Intercultural Teacher Competence Profiler (ITCP) - Psychometric Properties and Validation of Scales for Assessing tje Self-Regulation Dimension 23.08.2016 Dublin, Ireland Petrovic Danijela;
InPACT-Conference (International Psychological Applications Conference and Trends) Talk given at a conference Competencies for Intercultural Education: Conceptualization and Empirical Findings 30.04.2016 Lisbon, Portugal Petrovic Danijela; Leutwyler Bruno; Zlatkovic Blagica;
Empirical Research in Psychology Talk given at a conference Intercultural Competence for Teaching Roma Students: First Results About Construction and Psychometric Properties of a Scale for Assessing the Self-Regulation Dimension 21.03.2016 Belgrade, Serbien Leutwyler Bruno; Zlatkovic Blagica; Petrovic Danijela;
European Conference on Educational Research ECER “Education and Transition – Contributions from Educational Research” Talk given at a conference Intercultural Sensitivity in Schooling and Teaching: Student Teachers’ Beliefs and the Function of Schooling 08.09.2015 Budapest, Hungary Petrovic Danijela; Zlatkovic Blagica; Leutwyler Bruno;
European Conference on Educational Research ECER “Education and Transition – Contributions from Educational Research” Talk given at a conference Beliefs about Intercultural Education: A Dilemma-Situation with Different Minority Groups 08.09.2015 Budapest, Hungary Zlatkovic Blagica; Mantel Carola; Petrovic Danijela; Leutwyler Bruno;
14th European Congress of Psychology “Linking Technology and Psychology" Talk given at a conference Developing a critical incident for the assessment of intercultural sensitivity 07.07.2015 Milano, Italy Petrovic Danijela; Zlatkovic Blagica; Leutwyler Bruno;
Conference of the International Association of Intercultural Education IAIE “Cultural Diversity, Equity and Inclusion” Talk given at a conference Competencies for Intercultural Education: Conceptualization and Empirical Findings 29.06.2015 Ioannina, Greece Zlatkovic Blagica; Leutwyler Bruno; Petrovic Danijela;


Knowledge transfer events



Self-organised

Title Date Place
Conference and Hearing: "Serbian Education for Roma inclusion: Understanding and assessing teachers’ intercultural sensitivity in Serbia" 15.12.2016 University of Belgrade, Serbien

Abstract

In contemporary societies, globalisation, individualisation, and pluralisation of values and cultural norms are obvious. Against this background, the current educational discourse states “diversity” as a crucial concept and claims an appropriate dealing with differences regarding culture, gender, or aptitudes. Thereby, recognition and appreciation of diversity constitute overarching aims of education and are seen as basic requirements for democracy and equality in modern societies. As central actors in education, teachers play a key role in implementing these overarching aims. Research on teacher competences suggests that the teachers’ personal dispositions and beliefs are crucial for performing specific functions and tasks in teaching, e.g. for dealing effectively with diverse students. Even though the important function of beliefs is empirically well documented, teachers’ beliefs are rather scarcely investigated with regard to intercultural education. In this regard, an overview on the state of research shows a range of different foci: Studies on the belief orientation among teachers in general; investigations that led to the development of typologies; a scrutiny that deals with the relation between teachers’ beliefs and their classroom management; approaches that regard beliefs as part of a ‘collective intercultural competence’; examinations on the coherence or incoherence between teachers’ beliefs and the prevailing policy discourse; research on the relation between teachers’ attitudes or beliefs and diversity-related burnout and stress as well as studies that deal with teacher beliefs related to sociocultural categories such as ethnicity, gender or class. However, the existing literature does not address the question what shapes teachers’ beliefs about intercultural education and how these beliefs might be influenced. Intercultural theory suggests that beliefs about intercultural education are shaped differently depending on the level of intercultural sensitivity. The level of intercultural sensitivity - including the respective beliefs according to such a level - can be seen as a crucial precondition for acting with intercultural competence and, therefore, for dealing effectively with culturally diverse students. The existing literature, however, does not portray a conception of how teachers’ beliefs change or differ depending on the level of intercultural sensitivity. This lack of knowledge regarding how more or less differentiated categories are reflected in different individuals’ beliefs shall be tackled in the proposed project. It aims at identifying how the perception regarding intercultural education differs according to different levels of intercultural sensitivity and investigates prototypical operationalisations of different levels of intercultural sensitivity in teaching. Thereby, it considers the specific Serbian situation with the strong emphasis on the inclusion of Roma.The proposed project is planned to be undertaken in cooperation with 2 Serbian universities and aims at addressing the lack of knowledge regarding the specifics of intercultural competence in the context of school and teaching. It will contribute empirical evidence that allows a better conceptualising of different ways in dealing with cultural diversity by teachers. The specifics of a school and teaching context are seen in conflicting priorities between individual differences on the one hand and the societal function of schooling on the other hand. By investigating teachers’ ways in dealing with these conflicting priorities, the proposed project contributes to theory development in intercultural education. Teachers’ attitudes and beliefs towards social and educational inclusion were identified as an especially strong challenge in Serbia. Thus, by enabling a profound understanding and a sophisticated assessment of teachers’ beliefs about diverse students in the Serbian context, the chosen approach shall provide empirically gained insight that enables an effective adaptation of teacher education contents and curricula. Therefore, the proposed project aims at supporting the development of pre-service and in-service teachers’ intercultural sensitivity and competence regarding the inclusion of all students in Serbia.
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