Enhancing Teachers’ Intercultural Competence through collaborative learning: A work-based action research intervention in Greece using C4i methodology

Europe’s rapidly increasing social, cultural and linguistic diversity has transformed teachers’/knowledge workers role across the board. Teachers are viewed as dynamic agents of change in educating the global learner and building an inclusive society. However, in most cases, teachers are native monolingual professionals who teach predominantly students of diverse ethnic origins. The teaching force is also reluctant to acquire new intercultural leaning as the later threatens widely spread ethno-romantic narratives of identity (homogeneity) and national building. Thus, it becomes essential for the future teaching force not only to relate to students’ diversity, but also to acquire broader intercultural competence (sensitivity, awareness, knowledge, skills and attitudes) as well as an inclusive and transformative pedagogical philosophy (Kalantzis & Cope, 2012).

It is through collaborative professional learning that intercultural sensibilities and competence can be obtained in the most effective way. Collaborative professional learning seems to be an appropriate training approach for promoting intercultural learning and dismantling prejudice as it provides the opportunity for peer work, dialogue and negotiation focusing on narrative exchanges, respect and mutual understanding (Damini & Surian, 2013). Effective teachers are expected to cultivate students’ intercultural competence enabling them to engage in everyday intercultural interactions free of stereotypes or prejudice or diversity-related rumors. In doing so teachers have to design learning experiences which foster reciprocal communication and collaborative intercultural action.