New Perspectives in Science Education

Edition 13

Accepted Abstracts

The Teacher Role as an Intercultural Mediator

María Tomé-Fernández, University of Granada (Spain)


In the educations history, the teacher figure has incorporated new roles meanwhile in the classrooms were appearing Educational Needs. Thus, for decades, the training teacher from universities was composed of a brief set of different specialties (e.g. psychology, history, philosophy, theology, methodology, etc.) that enabled them to gain competency to thrive in a complex work environment and respond to the various educational problems that can appear in the classroom. Nowadays, schools reflect on the social diversity that describes the globalized world (Tomé, 2016). Changing the student’s lack of the intercultural inclusion to one of the fundamental needs that should be attended by the actual teacher. In this project, the need to train teachers in intercultural education is emphasized to improve their ability to become future intercultural mediators. Consequently, a new role is included to the already complex figure of the teacher. Therefore, this theoretical reflection is beginning to develop the current contextualization situation of the European schools. Proceeding with the importance of the intercultural education as a way to respond to inclusion needs and ending with the social intercultural mediation training of the actual teacher. We should underline that this project provides the basis of the mediator’s role of the teacher with a general character, without focusing on any educational stage or specialty. 


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