| 941 |
Diversidade linguística e cultural de Macau e educação intercultural: problemas e perspetivas
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| 942 |
DAS EUROPÄISCHE SPRACHENPORTFOLIO: SEINE ANWENDUNGS- UND ENTWICKLUNGSMÖGLICHKEITEN ZUR UNTERSTÜTZUNG EINER INTERKULTURELLEN UND MEHRSPRACHIGEN BILDUNG IN VORSCHULISCHEN
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In: http://www.ipe-mainz.de/Download/Pubbl_Alba_Iulia_08_CD_cicero.pdf
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| 943 |
© InternationalJournal.org A Study for Developing a Database System for Intercultural Training Programs as an Educational Support Tool in Japan
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In: http://www.openaccesslibrary.org/images/XEW146_Yuko_Kato.pdf
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| 944 |
Empowering students by developing their intercultural communication competence: a two-way process
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In: http://d1711667.i165.quadrahosting.com.au/files/thurs_c2_briguglio.pdf
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| 945 |
Developing Intercultural Understanding in Teacher Education Curricula through TV Commercials 1
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In: http://iojes.net//userfiles/Article/IOJES_225.pdf
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| 946 |
EXTENSION OF TEACHER KNOWLEDGE: DEVELOPING THE INTERCULTURAL COMPETENCE OF PRE-SERVICE
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In: http://www.novitasroyal.org/Vol_8_2/bektas-cetinkaya.pdf
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| 947 |
The Effects of Dominant Ideology on Teachers‟ Perceptions and Practices towards the “Other”
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In: http://www.macrothink.org/journal/index.php/ijld/article/download/3132/2661/
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Abstract:
In this study the aim is to show the role of dominant ideology as a co –creative condition of teacher‟s perceptions and their influences on the confronting and managing practices of the „Other‟. According to the admission that the intercultural educational programs often downgraded and recanted by the dominant perceptions and ideology, this research attempts to highlight the impact of dominant ideology as the everyday, non-rethinking experienced ideology. We admit the negative role of dominant ideology as a director of teacher‟s perceptions and practices. Using the conceptual framework (Multicultural Teacher Education Framework) that Cochran-Smith suggests, the research examines the teacher‟s perceptions both about the „Other‟, the school role and the cooperative culture development. The research took place in spring 2011. The 102 Greek teachers who participated in the research were asked to declare their acceptance degree for a number of perceptions and practices.
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Keyword:
dominant ideology; intercultural education; teacher‟s perceptions
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URL: http://citeseerx.ist.psu.edu/viewdoc/summary?doi=10.1.1.685.867
http://www.macrothink.org/journal/index.php/ijld/article/download/3132/2661/
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| 948 |
The Road to Empathy: Dialogic Pathways for Engaging Diversity and Improving Intergroup Relations.
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| 949 |
“I Was That Student”: Exploring Instructor Experience of Empathy Amid Identities in the Classroom
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| 950 |
Teaching English in the Global Age: Cultural Conversations
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