Desarrollo de competencias Interculturales y Democráticas en la Formación docente. El papel de los marcos internacionales

Tamar Shuali

doi:10.5944/reec.41.2022.31189

Authors

Tamar Shuali ucv https://orcid.org/0000-0002-2444-1527

DOI:

https://doi.org/10.5944/reec.41.2022.31189

Keywords:

Intercultural and Democratic Competences, EU, Teacher education, Competence Frameworks

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 radical 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 politics 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 ppaproahc in teachers educationtion 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 democratic competence

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