What is it about?
This study analyzes how future and active primary teachers in Andalusia view their training to work in multicultural classrooms, highlighting strengths such as reflection and collaboration. It also identifies structural weaknesses that mirror problems found in other regions of Spain and Europe, like overly theoretical, decontextualized and non‑transversal approaches, with limited community involvement.
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Why is it important?
Although the data come from Andalusia, the challenges detected in teacher training reflect broader tensions in how schools across Spain and Europe address cultural diversity. Understanding these gaps helps redesign programs so that teachers acquire practical, contextualized and community‑oriented intercultural skills, strengthening inclusive education systems beyond the Andalusian case.
Perspectives
From my perspective as coauthor, this article confirms that the difficulties we observe daily in teacher training are not isolated, but part of a wider European pattern. By systematically listening to teachers and student teachers, we gain evidence to argue for training models that truly connect theory with practice, integrate interculturality across the curriculum, and involve the educational community in building more inclusive schools.
Cristina Sánchez Romero
Universidad Nacional de Educacion a Distancia
Read the Original
This page is a summary of: Teacher Training in Intercultural Education: Teacher Perceptions, Education Sciences, March 2020, MDPI AG,
DOI: 10.3390/educsci10030081.
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