Greek secondary school teachers’ seeking for their knowledge improvement regarding intercultural education

Abstract

The present paper analyzes the results of an empirical research among Greek Secondary Education teachers. The empirical research analyses Greek secondary school teachers’ seeking for their needs concerning knowledge improvement regarding intercultural education. The evaluation of teachers’ attitudes on knowledge improvement regarding intercultural education is performed using the Correspondence Factor Analysis. The sample consists of 130 respondents whereas 105 are women and 25 men. Of the 130 respondents, 95 are education executives and 35 are just Greek Secondary Education teachers. The results made it evidence that there is strong group of respondents consider that they are quite interested in improving their knowledge in Psychosocial support for students, Cultivation of a collective spirit, Strengthening the school culture, Organization of language support for foreign students, Exploitation of error in language teaching as well as Teaching Greek as a second or foreign language, knowledge improvement regarding intercultural education related to Utilization of New Technologies in the teaching of Greek as a mother tongue and as a foreign language, Didactic utilization of New Technologies, Personalization of teaching, Differentiation of teaching in the multicultural school, School unit self-assessment as well as in Evaluation of school performance, whereas there is another group of respondents that is neutral in improving their knowledge regarding intercultural education.