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The Binational, Bilingual Primary School of Neve Shalom / Wahat al Salam in Israel 139

Reem Nashef - Hezzi Schouster

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Summary

Intercultural education it henceforth constitutes a fundamental axis of our educational system. This need arises both from the opening of communication, via the telecommunications and the internet, to the whole world, and the continuous locomotion of immigrants to Europe, for economic mainly reasons. A modern educational system therefore should be conditioned by the values of Intercultural education, including teachers suitably prepared for this new challenge.

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2011)

file:///C:/Users/Deb/Desktop/%ce%93%ce%b9%ce%b1%20In%20Design%2014%20%ce%94%ce%b9%ce%b5%ce%b8%ce%bd%ce%ad%cf%82%20%ce%a3%cf%85%ce%bd%ce%ad%ce%b4%cf%81%ce%b9%ce%bf/1.%20%ce%94%ce%b9%ce%b1%cf%80%ce%bf%ce%bb%ce%b9%cf%84%ce%b9%cf%83%ce%bc%ce%b9%ce%ba%ce%ae%20%ce%a0%ce%b1%ce%b9%ce%b4%ce%b1%ce%b3%cf%89%ce%b3%ce%b9%ce%ba%ce%ae/ file:///C:/Users/Deb/Desktop/%ce%93%ce%b9%ce%b1%20In%20Design%2014%20%ce%94%ce%b9%ce%b5%ce%b8%ce%bd%ce%ad%cf%82%20%ce%a3%cf%85%ce%bd%ce%ad%ce%b4%cf%81%ce%b9%ce%bf/1.%20%ce%94%ce%b9%ce%b1%cf%80%ce%bf%ce%bb%ce%b9%cf%84%ce%b9%cf%83%ce%bc%ce%b9%ce%ba%ce%ae%20%ce%a0%ce%b1%ce%b9%ce%b4%ce%b1%ce%b3%cf%89%ce%b3%ce%b9%ce%ba%ce%ae/ http:/http://www.pi-schools.gr/programs/depps/http://www.tovima.gr/opinions/article/?aid=257507file:///C:/Users/Deb/Desktop/%ce%93%ce%b9%ce%b1%20In%20Design%2014%20%ce%94%ce%b9%ce%b5%ce%b8%ce%bd%ce%ad%cf%82%20%ce%a3%cf%85%ce%bd%ce%ad%ce%b4%cf%81%ce%b9%ce%bf/1.%20%ce%94%ce%b9%ce%b1%cf%80%ce%bf%ce%bb%ce%b9%cf%84%ce%b9%cf%83%ce%bc%ce%b9%ce%ba%ce%ae%20%ce%a0%ce%b1%ce%b9%ce%b4%ce%b1%ce%b3%cf%89%ce%b3%ce%b9%ce%ba%ce%ae/

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1981 . 2000, , , . 2009 , . Braille (P.E.C.S). 2010 ..... .

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. : (02) . , .

Summary

This pilot study is the fi rst step in a systematic effort to determine the degree of intercultural competence and readiness of active philologists urban and suburban areas of the prefecture of Achaia. Overall our research hypothesis was confi rmed: seventy teachers of secondary education spent stage osmosis travelled the state meeting osmosis view of diversity and the principles of pedagogy. Indeed, the fi ndings gained in this fi rst phase of the survey reveal a defi cit of momentum for further development of intercultural education and teaching at secondary level

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1 , . (1997), . , Gutenberg, . 106.2 , . (2006), . , : , . 62.

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3 , . (2001), , , : , . (2008), : - 7, , ..30-31. 4 , . (2008), : , 7, , .30. 5 Gundara, J., Jacobs, S. (2009), : , : , . 31.6 , . (2008), : , 7, , .30.7 , . (1995), : , I, ..31-32, .8 , . (2004), , : , .110.

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9. , . , 10.

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Bauman , , , 11. , , , 12. , (, ). , , , 13. , Borrellli14 , . , Banks, . 15.

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9 , . (2008), : , 7, , . 35.10 , . (2008), : , 7, , . 33.11 , . (2004), , : , ..26-27. 12 Gundara, J., Jacobs, S. (2009), : , : , . 32.13 , . (2004), , : , .25.14 orrelli, M.: Interkulturelle Paedagogik: Positionen-Kontroversen-Perspektiven. Baltmannsweiler: Schneider Verlag. .22: , . (2004), , : , .28.15 Banks, J. (2004), , : : , . (2009), , . http://fourtounis.gr/arthra/pap_diapol.html 10/02/2011.

file:///C:/Users/Deb/Desktop/%ce%93%ce%b9%ce%b1%20In%20Design%2014%20%ce%94%ce%b9%ce%b5%ce%b8%ce%bd%ce%ad%cf%82%20%ce%a3%cf%85%ce%bd%ce%ad%ce%b4%cf%81%ce%b9%ce%bf/1.%20%ce%94%ce%b9%ce%b1%cf%80%ce%bf%ce%bb%ce%b9%cf%84%ce%b9%cf%83%ce%bc%ce%b9%ce%ba%ce%ae%20%ce%a0%ce%b1%ce%b9%ce%b4%ce%b1%ce%b3%cf%89%ce%b3%ce%b9%ce%ba%ce%ae/htt

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16 Nassehi, A. (1995): Der Fremde als Vertrauter. Soziologische Beobachtungen zur Konstruktion von Identitaeten und Differenzen: , . (2004), , : , .23.17 Nassehi, A. (1995): Der Fremde als Vertrauter. Soziologische Beobachtungen zur Konstruktion von Identitaeten und Differenzen: , . (2004), , : , . 51.18 Nassehi, A. (1995): Der Fremde als Vertrauter. Soziologische Beobachtungen zur Konstruktion von Identitaeten und Differenzen: , . (2004), , : , .. 51-52.

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file:///C:/Users/Deb/Desktop/%ce%93%ce%b9%ce%b1%20In%20Design%2014%20%ce%94%ce%b9%ce%b5%ce%b8%ce%bd%ce%ad%cf%82%20%ce%a3%cf%85%ce%bd%ce%ad%ce%b4%cf%81%ce%b9%ce%bf/1.%20%ce%94%ce%b9%ce%b1%cf%80%ce%bf%ce%bb%ce%b9%cf%84%ce%b9%cf%83%ce%bc%ce%b9%ce%ba%ce%ae%20%ce%a0%ce%b1%ce%b9%ce%b4%ce%b1%ce%b3%cf%89%ce%b3%ce%b9%ce%ba%ce%ae/ file:///C:/Users/Deb/Desktop/%ce%93%ce%b9%ce%b1%20In%20Design%2014%20%ce%94%ce%b9%ce%b5%ce%b8%ce%bd%ce%ad%cf%82%20%ce%a3%cf%85%ce%bd%ce%ad%ce%b4%cf%81%ce%b9%ce%bf/1.%20%ce%94%ce%b9%ce%b1%cf%80%ce%bf%ce%bb%ce%b9%cf%84%ce%b9%cf%83%ce%bc%ce%b9%ce%ba%ce%ae%20%ce%a0%ce%b1%ce%b9%ce%b4%ce%b1%ce%b3%cf%89%ce%b3%ce%b9%ce%ba%ce%ae/

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21 , N. (2002), : , . , . (.) (2002), - . III, 5 12 - 14 2002, .. 294-297. 22 Gay, G. (1988): Designing relevant curricula for diverse learners, Education and Urban Society, vol. 20, pp. 327-340.23 , N. (2002), : , . .24 K, ., , . (2005), , : Gutenberg, .242.25 Bernstein, B. (1991). , , . 34.

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. . , (02) . (84,2%) (15,7%) . : ;.., , . , (70) (7) (10%) . , , . , . , . , :

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-30 33,3% 0,0% 0,0% 0,0% 66,7% 0,0%31-40 15,4% 15,4% 53,8% 15,4% 0,0% 0,0%41-50 30,0% 33,3% 13,3% 13,3% 10,0% 0,0%50+ 35,3% 23,5% 41,2% 0,0% 0,0% 0,0% 28,6% 25,4% 28,6% 9,5% 7,9% 0,0%p=0,004

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-30 33,3% 0,0% 0,0% 66,7% 0,0% 0,0%31-40 46,2% 15,4% 30,8% 7,7% 0,0% 0,0%41-50 30,0% 16,7% 30,0% 13,3% 10,0% 0,0%50+ 41,2% 23,5% 0,0% 29,4% 5,9% 0,0% 36,5% 17,5% 20,6% 19,0% 6,3% 0,0%p=0,223>0,005

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p= 0,905>0,005

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( 2, 3). (02) , , 3,3 (29,0%) . , (02) (31 40 ) (38,5%) . , . , .

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-30 33,3% 0,0% 0,0% 0,0% 66,7% 0,0%31-40 30,8% 15,4% 23,1% 30,8% 0,0% 0,0%41-50 16,7% 23,3% 33,3% 20,0% 6,7% 0,0%50+ 23,5% 17,6% 17,6% 35,3% 5,9% 0,0% 22,2% 19,0% 25,4% 25,4% 7,9% 0,0%p= 0,066>0,005

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-30 33,3% 0,0% 0,0% 0,0% 33,3% 0,0%31-40 30,8% 7,7% 38,5% 23,1% 0,0% 0,0%41-50 24,1% 20,7% 20,7% 20,7% 13,8% 0,0%50+ 35,3% 23,5% 23,5% 5,9% 11,8% 0,0% 29,0% 17,7% 24,2% 16,1% 11,3% 0,0%p=0,015>0,005

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. , .

, . (2008), : , 7, .

, . (2006), , / & / , .

, . (2005), . , 8 , . IV, .

, . (.) (2002), - , 5 , . III, .

, . (2004), , : ., . (2006), .

, : ., ., , . (2003),

, , : ...- .....Bernstein, B. (1991), , , .

, . : .Cummins, J. (2005), ,

, . , . : Gutenberg.

, . (1997), . , Gutenberg.

Gundara, J., Jacobs, S. (2009), : , . , . : .

, ., , . (2008), . , : .

, . (2005), . , : .

, ., , . (2005), , : Gutenberg., ., , ., , . (2005),

. : , ., (), . , 8 , . IV, .

, . (1997), , , : , .

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Anderson, G. (1988), Fundamentals of educational research (2nd Ed), London: Falmer.Gay, G. (1988): Designing relevant curricula for diverse learners, Education and Urban

Society, vol. 20, 327-340.Guskey, T.R. (1988), Teacher effi cacy, self-concept and attitudes toward the implementa-

tion of instructional innovation. Teaching and Teacher Education, 4, 63-69.Hargreaves, D. (1980), The occupational culture of teacher in P. Woods (ed), Teacher

Strategie, London: groom Helm.Gundara J. (1994), Is Intercultural Teacher Education a Cinderella?, in: Allemann- Ghion-

da C. (Hhrs.), Multikultur und Bildung in Europa, Peter Lang, pp. 223-234.

, . (2001), : . http://www.pee.gr/wp-content/uploads/praktika_synedrion_files/new_soft/nees_eisigiseis/mer_g_th_en_vi/kossybaki.htm 11/02/2011

, . (2009), , . http://fourtounis.gr/arthra/pap_diapol.html 10/02/2011.

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:

, 279 , , . , , . , , .

Summary

The present proposal, using the method of textual analysis in 279 Greek folk stories in the two volume collection by Kostas Kafantaris, examines the representations of Gypsies, Niggers and Jews in the collective imagined of Greek society. On a fi rst level, the verbal, narrative and choices of these folk texts are examined, which present the Other as hierarchically inferior. On a second level, the reasons why stereotypical understandings of heterogeneity in these specifi c folk stories do not conform to the principles of intercultural learning are analyzed. For these reasons they should not be used in contemporary intercultural educational contexts.

1.

. 1. , , , 2.

1 , . (20052), (. & ). : . 279 , 45 . , , 1988 . . 1823 ( 1843) 1983.2 . , . (20058): .

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, , ( ) , , , 3. 160 , .

, , , , , . , , . , , .

, , (Imagologie)4, , 5. , . ( ) , 6. . ) : , 7 , 8. ,

(: ). : Gutenberg, . 99 , . & , . (1994). . : , . 16-17.3 , . (- 2003). , , . 9-10, . 9-16 Hollidale, P., (1992). Ideology and the Childrens Book. : Hunt, P. (ed.), Literature for Children. Contemporary Criticism. London & New York: Routledge, pp. 19-40.4 . . -, . (1992). . : University Studio Press, . 13-15. 5 , . (1998). . . . : , . 239, 241 , . (2001). , , . 417, . 92-95.6 , ..., . 252-253.7 . , , .8 , . (2000). . : , . 23.

14 - , 13-15 2011

- 46 -

9. ) : , , , , . , , , . ) : , , , , 10.

, , , .

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. / : 22. , (. 132-134) , 30. (. 174-184) 39. (. 222-230). 169. (. 216-220) 213. (. 416-418) .

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, , , , : ( ),

9 -, .., . 98, , .10 , .., . 252-258.11 ... (. 227). = .12 ... (. 175). = .

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2.2.

. , / : 2. (. 45-48), 5. (. 59-62), 13. (. 91-94), 25. (. 140-144), 28. (. 155-159), 32. (. 189-191), 39. (. 222-230), 41. (. 236-244), 43. (. 250-254), 50. (. 280-287), 54. (. 306-311), 63. (. 337-343), 79. (. 415-417), 80. (. 418-422), 82. (. 425-427), 84. (. 433-434), 85. (. 435-436), 92. (. 472-475), 94. (. 479-482) 112. (. 552-554). : 135. , (. 35-36), 155. (. 120-133), 161. (. 175-189), 169. (. 216-220), 184. (. 287-288), 188. (. 297-300), 207. (. 369-385).

( ), ( ) (. 25, . 142) (. 84,

14 - , 13-15 2011

- 48 -

. 433-434) (. 32, . 189-191 . 79, . 415-417), , 13. / , . , / .

, , . : () . , , . . . , ... : , ; , , , (. 435). , (. 177), , , , (. 368), , . , (. 374).

, , . , , . , , : . , : ! ; , . : , ; (. 239). , . , (, , ) : .

13 , . , (1839), . , . , .., . 9-10.

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, . , , , , , , , , . : ( )... ... (.50, . 283). , , . , : ( )... ! . (. 43, . 250). : , : . 14. , , , . (. 92, . 474). , . .. , : ; (. 297). , : ... ... (. 50, . 286). , ( )

14 = , .

14 - , 13-15 2011

- 50 -

, , ... (. 125). , , , , ! , , . ( ) , , , . , , , !... , , , . , . (. 126). , . , , , , , , (. 45-46).

, . , , : ... ... ... (. 80, . 420. . . 63, 337-343, . 112, . 552-554, . 184, . 287-288). , . , , . . -, (. 39, . 225). , , : ... , , , , (. 43, . 250), : , , , . (. 2, . 46). , , : . , . , . (. 124). , . , , , , , , 15. Fanon, , .

15 , . ( 2009). : , K, . 9. [http://keimena.ece.uth.gr/index.php?view=article&catid=53%3Atefxos9&id=146%3Ap9t9&option=com_content&Itemid=88] ( 26.03.2011).

- -

- 51 -

(Negrophobia) , 16.

: ... . , , , . (. 94, . 481). (, ) ( , ). , , . , , (. 157). (. 112, . 552). , : ; (. 250). , , : , , . ... , , ... , . (. 250). , , , , .

. , . . , : , . (. 92). () , () : , , , , , ... (. 94). , , , . () ( ) ( ). , , , . , - : . .

16 Fanon, F. (1986). Black skin, White masks. London: Pluto Press, pp. 160-165.

14 - , 13-15 2011

- 52 -

, . , , . , , , . , . , (. 298-299). : , . . , . . (. 299). , , . (. 300). . . . , , 17. , , . , .

2.3. /

18. : 9. (. 76-82), 26. (. 145-147), 28. (. 155-159), 30. (. 174-184), 52. (. 294-297), 57. (. 322-326), 66. (. 362-369), 72. (. 394-397) 100. (. 508-513). 203. (. 346-350) 206. (. 362-368).

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17 Fanon, .., pp. 160-165.18 .

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, !. , : (= ) , , 19 . (. 294). , , . -, : , , . , , . , . , , . , . , , , , . , . (. 326).

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19 = , .20 Trachtenberg, J. (1939). Jewish Magic and Superstition. A Study of Folk Religion. New York: Atheneum, pp. 1-10.

14 - , 13-15 2011

- 54 -

, , , : , , ! . (. 156). ( ) ( ;) , , .

, : . : ; : (. 508). , , : : ; . ; . , , , . (. 508). . () , , , .

, . , , , 21. : ... , , , , . (. 222). 19 , : ,

21 Erb, R. (2002). Wahnvorstellungen mit mrderischer Konsequenz. : Benz, W. & Knigseder, A. (Hg.), Judenfeindschaft als Paradigma. Studien zur Vorurteilsforschung. Berlin : Metropol Verlag, pp. 58-64 Erb, R. (1993). Zur Erforschung der europischen Ritualmordbeschuldigungen. : Erb, R. (Hg.), Die Legende vom Ritualmord. Zur Geschichte der Blutbeschuldigung gegen Juden (Dokumente, Texte, Materialien, Bd. 6). Berlin: Metropol Verlag, pp. 9-16 Anselm, S. (1993). Angst und Angstprojektion in der Phantasie vom judischen Ritualmord. : Erb, .., pp. 253-266.

- -

- 55 -

22, . , , 23.

. , sine qua non 24. , , 25. , , , . , , .

3. :

, : , 26, , 27 28, , 29, 30, .

, , ,

22 = .23 , . (18924). . (. ). : , . 109.24 Pageaux, D. H. (1989). De limagerie culturelle limaginaire. Brunel, P. & Cherval, Y. (.). Prcis de littratur compare. Paris : PUF, pp. 133-160.25 , ., -, ., , . & , . (.) (2000). . : , . 12. 26 . Hohmann M. (1989). Interkulturelle Erziehung. Eine Chance fur Europa?. : Hohmann, M. & Reich, H. (Hrsg.), Ein Europa fur Mehrheiten und Minderheiten. Diskussionen um interkulturelle Erziehung. Munster & New York, pp. 1-32.27 -, . (1992). . : University Studio Press, . 34.28 , ., [http://www.elliepek.gr/documents/3o_synedrio_eisigiseis/sabba.pdf] ( 2503.2011) .29 . . , .., . 21.30 . & , .., . 44-45.

14 - , 13-15 2011

- 56 -

31. , 32, . , . , , , . , , , , , , , , , , , , , , , , , , , , . , / , .

, . (20052), (. & ). : .

, . (1998). . . . : .

, . (2001). , , . 417, . 92-95.

, . (2002): . (: ). .

, . (20058): . (: ). .

, . & , . (1994). . ., . (2000). . :

., ., -, ., , . & , . (.)

(2000). . :

31 , .., . 249.32 -, .., . 23.

- -

- 57 -

., . (- 2003).

, , . 9-10, . 9-16., . (18924). .

(. ). : .-, . (1992).

. : University Studio Press.

Anselm, S. (1993). Angst und Angstprojektion in der Phantasie vom judischen Ritual-mord. In: Erb, R. (Hrsg.), Die Legende vom Ritualmord. Zur Geschichte der Blutbeschuldigung gegen Juden (Dokumente, Texte, Materialien, Bd. 6). Ber-lin: Metropol Verlag, pp. 253-266.

Erb, R. (1993). Zur Erforschung der europischen Ritualmordbeschuldigungen. : Erb, R. (Hrsg.), Die Legende vom Ritualmord. Zur Geschichte der Blutbeschuldi-gung gegen Juden (Dokumente, Texte, Materialien, Bd. 6). Berlin: Metropol Verlag, pp. 9-16.

Erb, R. (2002). Wahnvorstellung mit mrderischer Konsequenz. : Benz, W. & Knigseder, A. (Hrsg.), Judenfeindschaft als Paradigma. Studien zur. Vorur-teilsforschung. Berlin : Metropol Verlag, pp. 58-64.

Fanon, F . (1986). Black skin, White masks. London: Pluto Press.Hohmann M. (1989). Interkulturelle Erziehung. Eine Chance fur Europa? : Hohmann

M. & Reich H. (Hrsg.): Ein Europa fur Mehrheiten und Minderheiten. Diskus-sionen um interkulturelle Erziehung. Munster New York, pp. 1-32.

Hollidale, P., (1992). Ideology and the Childrens Book. : Hunt, P. (ed.), Literature for Children. Contemporary Criticism. London & New York: Routledge, pp. 19-40.

Pageaux, D. H. (1989). De limagerie culturelle limaginaire. : Brunel, P. & Cherval, Y. (.). Prcis de littratur compare. Paris : PUF, pp. 133-160.

Trachtenberg, J. (1939). Jewish Magic and Superstition. A Study of Folk Religion. New York: Atheneum, pp. 1-10.

, . ( 2009). : , K, . 9. [http://keimena.ece.uth.gr/index.php?view=article&catid=53%3Atefxos9&id=146%3Ap9t9&option=com_content&Itemid=88] ( 26.03.2011).

, . [http://www.elliepek.gr/documents/3o_syn-edrio_eisigiseis/sabba.pdf] ( 25.03.2011).

14 - , 13-15 2011

- 58 -

, Freie Universitat (1987-1991), Caen (1996-2000), , (2000-2005) (2006-2010) , (2004-2006). 2006 1879-1914. , .

- -

- 59 -

, . Mezirow - , , , .

Summary

This study discusses the relationship between the intercultural education and the lifelong learning and how these terms can be compatible. Based on the transforming theory of Mezirow and attempting to apply this theory to lifelong learning, with the use of a quantitative research, we draw the conclusion that adult learners transform previous aspects through self-criticism and are educated to affi liate new principles and values, potential evolving, during their life.

1.

, , , , , , . , , , . , . , , . .

2.

. ,

14 - , 13-15 2011

- 60 -

, , .

. , . , , , , . . . , . ; , , ;

2.1

, .

2.1.1

, . , , . , , , , , , . , . , , .

, .

2.1.2

1970 1980, .

- -

- 61 -

CEDEFOP (1996) . UNESCO (1976) , , . ( ), , .

2.1.3

, . , , , . , , . , , , , , , .

, , , , . (, , , , , ).

, , , , , . , . .

3.

. , .

14 - , 13-15 2011

- 62 -

, , , , .

. , . . . . .

Jack Mezirow, , . Mezirow , . , , .

3.1

( ) (). . , , , , . , .

3.2 -

, . , ,

- -

- 63 -

. , .

, 10 , . . . , . ( ) , Likert, ( , , , , ).

:1. ,

;2.

;3.

;4.

(, , , , .);5. ;6. ;7. ;8. ;9. ;10. ;

, .

3.3

, SPSS. , SPSS. , .

14 - , 13-15 2011

- 64 -

4.

.

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1

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- -

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3

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14 - , 13-15 2011

- 66 -

4

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5

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6

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14 - , 13-15 2011

- 68 -

1

. , . , , , . , .

7

- -

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8

9

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14 - , 13-15 2011

- 70 -

, , .

10

, : (4) (0). , . . [0,3) . [3,5] (5,8] . , . , .

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- -

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11

12

5.

14 - , 13-15 2011

- 72 -

, , . . . , , , , .

, , , , .

: ,

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. ,

.

: , , .

, .

, . & , . (2004), . 2.

, . & . & . (2001), . : . (.) (2002) - , .4,

- -

- 73 -

( 28 .-1 . 2001)....., (2010), . ...., (2010), . , . (1999), . : Gutenberg, . (2008), :

. , . (2004), . : , 127, .& , . (1998), . :

, . (2005), : , ;

- ., . (2005), : . : 3879/2010, 163/21 2010., . (1997), . : , . (1997), . :

Rogers, A. (1998), , (.) . . . : .

Mezirow, J. (1991), Transformative Dimensions of Adult Learning, : Jos-sey-Bass.

Commission (1995), .

, .: http://el.wikipedia.org/wiki/ , 2009.

H . , ( ) . ... . . (2010) .

14 - , 13-15 2011

- 74 -

-

, , . , , , , , , . , .

Summary

Constant movement and ever-increasing communication among people result in contact with every positive and negative aspect they may encounter in the transition places, including various civilizations and religions. Orthodox education not only accepts respect to religious difference as a reality of human life but being more radical than other ideologies sees strangers as a depiction of God and defi nes its attitude towards the other with the criterion of selfl ess love according to the model of society of love among the Holy Trinity. Given this, basic pursuit of religious education is the inculcation of respect for the rights of all people with different beliefs and conceptions.

1.

. , , . Y , .

, , , , , , , ,

- -

- 75 -

1.

. . , . 2.

, , . , , , , , 3.

. , . , , , , 4.

2.

. : , , , , , , , , . , , , , .

1 ., , , apiroshara, 2001, . 20. 2 . , , 2003, . 64. 3 , , , 21, 2006, . 58. 4 . , . , , , 15-17 2004, , , 2005, . 135

14 - , 13-15 2011

- 76 -

, . , , .

. E, , , 5. , , , , . 6.

, / , . O . , , , , , , , 7.

, , . .

, . , .

5 , ., , ., (1997), , . , , , . 151.6 , (2005), , , , . 49.7 . 3,11.

- -

- 77 -

. , , .

. , , 8. , , . , . , 9. , , .

3.

, SPSS 17.0. for Windows.

3.1.

. , . , .

. ( , , , , .).

3.2.

, ,

8 Heinz P., Die Zukunft den Entwicklung, Bern- Stuttgert-Wien, 1974, . 394. 9 ., , , , 1975, . 330.

14 - , 13-15 2011

- 78 -

, . .

: ; ,

, ;

;

3.3.

. , , , . 71 . 375 . 3 . .

. . , .

( ).

: 375 , 136 (36,3%) 237 (63.2%) 2 . (38,4%) 1-15 , 228 (60,8%) 16-35 (3 ). (246 65,6%) , (125 33,3%) (4 ).

3.4 2010

2011. . ,

- -

- 79 -

. .

, 10.

4.

1, : ; , 244(68,8%), 98(27,6%) 13(3,7%).

1. ;

()%

%

139 37,1 39,2

105 28,0 29,6

62 16,5 17,5 36 9,6 10,1

13 3,5 3,7

20 5,3

375 100,0 100,0

10 , .

14 - , 13-15 2011

- 80 -

1. ;

, , . . , .

. , . . . .

, 2, : . 229(64,8%) , 108(30,5%) , 16(4,5%) .

2. .

()%

%

106 28,3 30,0 123 32,8 34,8 81 21,6 22,9 27 7,2 7,6

- -

- 81 -

16 4,3 4,5 22 5,9 375 100,0 100,0

2.

3, : , 143( 41,6%) , 150(43,6%) 51(14,8%) .

, .

3. .

()%

%

56 14,9 16,3

87 23,2 25,3

88 23,5 25,6

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14 - , 13-15 2011

- 82 -

31 8,3

375 100,0 100,0

3. .

, , , . . 11, , 12, . . .

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5.

,

11 ., , , 1995, . 335. 12 . 5, 44.

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.,(1975), , , .

. , . , , , 15-17 2004, , , 2005.

, (2005), , , .

14 - , 13-15 2011

- 84 -

, ., (2003), , . ,(2006), ,

, 21, . 5. ., , , 1995. ., ,

, apiroshara, 2001. , ., , ., (1997),

, . , , .

Schein, H. (1992). Organizational Cultur and Leadership, Jossey-Bass, San Fransisco.Heinz P., Die Zukunft den Entwicklung, Bern- Stuttgert-Wien, 1974, . 394

:

. 3 . .

:

.

- -

- 85 -

. - . -

, - .

- . , - -.

, - .

Summary

The growing presence of foreign children creates new learning data and sets a new pedagogical issues, which require specialized knowledge of the kindergar-ten and adaptation of pedagogical practices in the current era.

The kindergarten teacher is the key success of this project. He must have the necessary academic background, communication skills and familiarity with mod-ern teaching techniques.

Based on the above considerations we will explore with our suggestion if the contents of the various training programs for kindergarten teachers take into ac-count these three basic guidance training.

1.

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14 - , 13-15 2011

- 86 -

. , - . , - , .

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;

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14 - , 13-15 2011

- 88 -

, .

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.

5.1

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14 - , 13-15 2011

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.

3%

94%

3%

1-5

6-15

16-25

6%

94%

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41%

50%

9%

47%

78%

22%

14 - , 13-15 2011

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9%

91%

44%

56%

59%

41%

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- , - .

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, - , , -.

.

3%

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- 94 -

- .

, , - - (46,9%) (6,3%) .

6% 6%

41%

47%

(46,9%) - . , , . - (37,5% 6,3% ) - .

47%

38%

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-. 68,8%, 56,3%, 96,9%, 84,4%, - 78,1%, 81, 3% 71,9%.

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25%

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14 - , 13-15 2011

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97%

3%

84%

16%

78%

3%19%

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84%

16%

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6%

22%

, 56,3% , 34,4% 9,4% . , . , , , . - (100%) , .

14 - , 13-15 2011

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9%

34%57%

0%

- .

- , UNESCO, - (1992), , , - ..(1970).

6.

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-, 1998.

., ., . - , ...., 1996.

., , 2006. ., .,

, 2000. ., , -

. 1 (1983), . 49 (.45-55. ., -

, , 1995.

Ader J., Simodin M., La formation continue des instituteurs et leur systeme de for-ma-tion in Education permanente

Bolam R., In-service Education and Training of Teachers: A Condition of Education Change. Final Report of CERI on INSET, Paris, OECD, 1986.

14 - , 13-15 2011

- 100 -

, : .

, . , , .

Summary

In the context of ongoing debates on the relation between theory and practice in Intercultural Education, it is presented here a part of a research project focusing on the experiences, gained while on a stage of practical training in nursery schools, of fi nal year students and future pre-school educators. An attempt is made to sketch the reality of the school, as emerging from this particular case study, on the basis of written accounts elicited from these students.

1.

, . / , , , . , , .

, , , 2009-2010.

2.

, , , .

- -

- 101 -

, , , , 1.

, 2, , , , , .

, 3, () 4.

, 5, , , , . , . , () ,

1 , .(2003), . , : Gutenberg.2 , http://www.pi-schools.gr/books/dimotiko/nipi/nipi_1_140.pdf , .36.3 , . ., ., . , ., , , , ., , ., , . & , . , 2010, . . : .4 . . Auernheimer, G. (2009), - , . : . (), , : , .. 20-21.5 . , ., , ., (2009), : (Jane Elliott). : , . (.), -- , I, 12 , , ..343-355.

file:///C:/Users/Deb/Desktop/%ce%93%ce%b9%ce%b1%20In%20Design%2014%20%ce%94%ce%b9%ce%b5%ce%b8%ce%bd%ce%ad%cf%82%20%ce%a3%cf%85%ce%bd%ce%ad%ce%b4%cf%81%ce%b9%ce%bf/1.%20%ce%94%ce%b9%ce%b1%cf%80%ce%bf%ce%bb%ce%b9%cf%84%ce%b9%cf%83%ce%bc%ce%b9%ce%ba%ce%ae%20%ce%a0%ce%b1%ce%b9%ce%b4%ce%b1%ce%b3%cf%89%ce%b3%ce%b9%ce%ba%ce%ae/

14 - , 13-15 2011

- 102 -

.

3.

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4.

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31 , 25 , 8 , 17 .

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6 : ( + ).7 Bardin, L. (1996), Lanalyse de contenu, Paris: PUF.

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14 - , 13-15 2011

- 104 -

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.

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.

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8 . Gogonas, N. (2010), Bilingualism and Multiculturalism in Greek Education: Investigating Ethnic Language Maintenance among Pupils of Albanian and Egyptian Origin in Athens, Cambridge: Scholars Publishing, . 177.9 .10 , , . . (2010), . , : .

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11 Taguieff, P.A. (1998), , : , . 68.

14 - , 13-15 2011

- 106 -

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, . 13. , ( ) , 14.

, 15. ,

12 , . (2006), , : , . 364.13 Robert Merton (1957) , , , , , .14 , Rosenthal Jacobson (1968), , , , , , . , , , , . . Rosenthal R. The Pygmalion Effect Lives http://bvsd.org/schools/MonarchHigh/teachers/egrace/Shared%20Documents/SLCC/Communications/Pygmalion%20Effect/Pygmalion%20Effect%20article.doc15 Trouilloud, D., Sarrazin, P. (2003), Les connaissances actuelles sur leffet Pygmalion: Processus, poids et

http://bvsd.org/schools/MonarchHigh/teachers/egrace/Shared Documents/SLCC/Communications/Pygmalion Effect/Pygmalion Effect article.dochttp://bvsd.org/schools/MonarchHigh/teachers/egrace/Shared Documents/SLCC/Communications/Pygmalion Effect/Pygmalion Effect article.doc

- -

- 107 -

, , , , .. 16.

, , . 17, -, - -. , , :

, , . , . .

- , , , . , , , 18.

, , - :

,

modulateurs, Revue Franaise de Pdagogie, 145, 89-119.16 Jussim, L., Eccles, J. & Madon, S. (1996), Social Perception, Social Stereotypes, and Teacher Expectations: Accuracy and the Quest for the Powerful Self-Fulfi lling Prophecy, Advances in Experimental Social Psychology, 28, 281-388.17 Govaris, C., Kaldi, S., Lolakas, S. (2010), Exploring the relationship between self esteem and school achievement. : C. Govaris, S. Kaldi (Eds) The educational challenge of cultural diversity in the international context, Mnster: Waxmann, ..191-208.18 , . (1998), , : , .285.

14 - , 13-15 2011

- 108 -

. .

, , , . , , .

. . , . , , , , 19.

, .

() .

, , 20, , , ,

19 Gogonas, N. (2010), Bilingualism and Multiculturalism in Greek Education: Investigating Ethnic Language Maintenance among Pupils of Albanian and Egyptian Origin in Athens, Cambridge: Scholars Publishing, . 180.20 , , . . Gogonas, . (2010), Bilingualism and Multiculturalism in Greek Education: Investigating Ethnic Language Maintenance among Pupils of Albanian and Egyptian Origin in Athens, Cambridge: Scholars Publishing, . 173. , , , , . . ., . (.) (2007), . , : , .. 82-95.

- -

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.

( ) , , .

, , -, , , :

.

5.

. . , , , , , . , . .

Auernheimer, G. (2009), - , . : . (), , : , .. 17-36.

, .(2003), . , : Gutenberg.

, ., , ., , . , ., , , , ., , ., , . & , . (2010), . , : .

, . (2006), , : .

14 - , 13-15 2011

- 110 -

, . (1998), , : ., ., , ., (2009),

: (Jane Elliott). : , . (.), -- , I, 12 , , ..343-355.

Taguieff, P.A. (1998), , : ., ., , . (.) (2007),

. , : ., . (2010), .

, : .

Bardin, L. (1996), Lanalyse de contenu, Paris: PUF.Jussim, L., Eccles, J. & Madon, S. (1996), Social Perception, Social Stereotypes, and

Teacher Expectations: Accuracy and the Quest for the Powerful Self-Fulfi lling Prophecy, Advances in Experimental Social Psychology, 28, 281-388.

Gogonas, N. (2010), Bilingualism and Multiculturalism in Greek Education: Investigat-ing Ethnic Language Maintenance among Pupils of Albanian and Egyptian Origin in Athens, Cambridge: Scholars Publishing.

Govaris, C., Kaldi, S., Lolakas, S. (2010), Exploring the relationship between self esteem and school achievement. : C. Govaris, S. Kaldi (Eds) The educational chal-lenge of cultural diversity in the international context, Mnster: Waxmann, ..191-208.

Trouilloud, D., Sarrazin, P. (2003), Les connaissances actuelles sur leffet Pygmalion: Processus, poids et modulateurs, Revue Franaise de Pdagogie, 145, 89-119.

, http://www.pi-schools.gr/books/dimotiko/nipi/nipi_1_140.pdf ( 5/4/2011)

Rosenthal R. (n.d.), The Pygmalion Effect Lives http://bvsd.org/schools/Monarch-High/teachers/egrace/Shared%20Documents/SLCC/Communications/Pygmalion%20Effect/Pygmalion%20Effect%20article.doc ( 7/3/2011/)

file:///C:/Users/Deb/Desktop/%ce%93%ce%b9%ce%b1%20In%20Design%2014%20%ce%94%ce%b9%ce%b5%ce%b8%ce%bd%ce%ad%cf%82%20%ce%a3%cf%85%ce%bd%ce%ad%ce%b4%cf%81%ce%b9%ce%bf/1.%20%ce%94%ce%b9%ce%b1%cf%80%ce%bf%ce%bb%ce%b9%cf%84%ce%b9%cf%83%ce%bc%ce%b9%ce%ba%ce%ae%20%ce%a0%ce%b1%ce%b9%ce%b4%ce%b1%ce%b3%cf%89%ce%b3%ce%b9%ce%ba%ce%ae/ http://bvsd.org/schools/MonarchHigh/teachers/egrace/Shared Documents/SLCC/Communications/Pygmalion Effect/Pygmalion Effect article.dochttp://bvsd.org/schools/MonarchHigh/teachers/egrace/Shared Documents/SLCC/Communications/Pygmalion Effect/Pygmalion Effect article.dochttp://bvsd.org/schools/MonarchHigh/teachers/egrace/Shared Documents/SLCC/Communications/Pygmalion Effect/Pygmalion Effect article.doc

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Summary

Under the infl uence of the current debate regarding the reformation of the school role from the intercultural perspective, the present study aimed to investigate the perceptions of Greek teachers in Primary School regarding whether the current Greek educational system provides the opportunity to immigrant students to learn their native language and culture under the principles of intercultural understanding in the Greek society, for a smooth coexistence on the basis of equality, mutual understanding and mutual acceptance. Results of our study, despite the limitations, revealed aspects of the educational reality that could be used for further investigation and practical application.

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7:

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, Cummins8 (contextualized/context-embedded) (decontextualized/context-reduced):

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7 Cummins, J. (2002). . : Gutenberg, . 1298 Cummins, J. (2002). . : Gutenberg, . 1299 , . (2005). . Gutenberg, . 95

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, . [...] 10. J. Cummins11 ,

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46 (77%) . 82% (), 11% 4% .

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(. 15). 9% (5 60) ( ). (52% 19% (. 17), , 37% , , 22% , ( )

, 40% . 28% (15% ), 29% (. 12). 59% 20% (. 16).

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Summary

The aim of the present research is to examine the demographic components, such as gender, school, class, age, country of origin in relation to beliefs, attitudes, behaviors and internal representations of alien students toward Mathematics.

, , , , . , , . , , , . , , .

. . . . , , .1

1 . (2000): , , .

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.2 Fischbein Ajzen (1975) . . , (Mandler, 1989). Hembree (1990) , , . Hembree (1990) , , .

. .

, .3 Friedman (1989) Hyde, Fennema Lamon (1990) . . H Stipek Granlinsk (1991) . Swetman (1995) .

,4 5 (Armstrong, 1985, Boswell, 1985, Goolsby, Dwindell, Higebee & Bretscher,

2 Brophy, J. (1986). On motivating students. Occasional Paper No. 101. East Lansing, Michigan: Institute for Research on Teaching, Michigan State University, October 1986. 73 pages. ED 276 724.3 Hyde, J. S., Fennema, E., & Lamon, S. J. (1990). Gender differences in mathematics performance: a meta-analysis Psychological Bulletin, 107, 139-155.4 Armstrong, J. M. (1985). A national assessment of participation and achievement of woman in mathematics. In S.F. Chipman, L. R. Brush, & D. M. Wilson (Eds.), Woman and mathematics: Balancing the equation (pp. 59-94).Hillsdale, New Jersey: Lawrence Erlbaum.5 Armstrong, J. M. (1985). A national assessment of participation and achievement of woman in mathematics. In S.F. Chipman, L. R. Brush, & D. M. Wilson (Eds.), Woman and mathematics: Balancing the equation (pp. 59-94).Hillsdale, New Jersey: Lawrence Erlbaum, Boswell, S. L. (1985). The infl uence of sex role stereotyping on womans attitudes and achievement in mathematics., In S. F. Chipman, L. R. Brush, & D. M. Wislon (Eds.), Woman and mathematics. In S. F. Chipman, L. R. Brush, & D. M. Wilson (Eds.), Woman and mathematics:

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1988, Cooper & Robinson, 1989) 6 (Armstrong, 1985, Goolsby 1988, Hacket & Betz, 1989, Siegel, Galassi & Ware, 1985) .7

.

76 . . 2010. 76

31 (40,8%) , 42 (55,3%) 3 (3,9%) . 40 (52,6%) 36 (47,4%) . 28 (36,8%) , 27 (35,5%) 21 (27,7%) . 8 (10,55) 15 , 14 (18,4%) 16, 20 (26,3%) 17, 15 (19,7%) 18, 9 (11,8%) 19, 1 (1,3%) 20, 2 (2,6%) 20 . 7 (9,2%) .

(1,3%) , 22 (28,9%) , 5 (6,6%) , 2 (2,6%) , 2 (2,6%) , 1 (1,3%) -, 23 (30,3%) , 1 (1,3%) , 2 (2,6%) , 1 (1,3%) , 2 (2,6%) , 1

Balancing the education (175-197). Hillsdale. New Jersey: Lawerence Erlbaum, Cooper, S. E., & Robinson, D. A. G. (1989). The infl uence of gender and anxiety on mathematics performance. Journal of College Student Development, 30, 459-461.6 Armstrong, J. M. (1985). A national assessment of participation and achievement of woman in mathematics. In S.F. Chipman, L. R. Brush, & D. M. Wilson (Eds.), Woman and mathematics: Balancing the equation (pp. 59-94).Hillsdale, New Jersey: Lawrence Erlbaum, Hacked, G., & Betz, N. E. 1989. An exploration of the mathematics self-effi cacy / mathematics performance correspondence. Journal for Research in Mathematics education, 20, 261-273.7 Armstrong, J. M. (1985). A national assessment of participation and achievement of woman in mathematics. In S.F. Chipman, L. R. Brush, & D. M. Wilson (Eds.), Woman and mathematics: Balancing the equation (pp. 59-94).Hillsdale, New Jersey: Lawrence Erlbaum, Boswell, S. L. (1985). The infl uence of sex role stereotyping on womans attitudes and achievement in mathematics., In S. F. Chipman, L. R. Brush, & D. M. Wislon (Eds.), Woman and mathematics. In S. F. Chipman, L. R. Brush, & D. M. Wilson (Eds.), Woman and mathematics: Balancing the education (175-197). Hillsdale. New Jersey: Lawerence Erlbaum.

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(1,3%) ...., 1 (1,3%) 3 (3,9) . , 9 (11,8%) .

ATMI

ATMI (Attitudes Toward Mathematics Inventory) Tapia & Marsh (2004), 40 - . 40 - (15 - , ., ), (20 - , ., , ), (10 - , ., ) (5 - , ., ). - Likert 7 1 5 . , , , , .

Principal component analysis

(Principal component analysis) ATMI8 76 - : , , , , , .

() Cronbachs a 85,2% 40 - (internal consistency) .

- : / , , /

8 , . 2011. Principal Components Analysis . 4o , .

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, / , , , , , , , / , , , . () Cronbachs a 0.896 .

- : /, , , , , , , , , , , , . () Cronbachs a 0.857 .

- : , , , , , . () Cronbachs a 0.836 .

- : , , , , , , . () Cronbachs a 0.791 .

- : , , / . () Cronbachs a 0.849 .

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.

(F1): , (F1) Independent Samples Test (t=4,275, df=71, p0.05). (M=0.312, SD=0,852) (M=-0,275, SD=1,025) . .

(F3): , (F3) Independent Samples t-Test (t=0,211, df=71, p>0.05). (M=0.027, SD=0,790) (M=-0.445, SD=1,161) . , .

(F4): , (F4) Independent Samples t-Test (t=0,166, df=71, p>0.05). , (M=0.103, SD=0,961) , (M=-0.023, SD=1,069), . .

(F5): ,

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(F5) Independent Samples t-Test (t=-0,190, df=71, p>0.05). (M=-0.721, SD=1,111) , (M=-0.009, SD=0,964), . .

(F1): , (F1) Independent Samples Test (t=1.194, df=74, p>0.05). , (M=0.222, SD-1,138) , (M=-0.151, SD=0,887), .

(F2): , (F2) Independent Samples t-Test (t=-0,255, df=71, p>0.05). (M=-0.048, SD=1,1773) (M=0.017, SD=0,887) . .

(F3): , (F3) Independent Samples t-Test (t=-0,132, df=71, p>0.05) (F3). (M=-0,250, SD=0,821) (M=0.170, SD=1,121) , .

(F4): , (F4) Independent Samples t-Test (t=-0,674, df=71, p>0.05). (M=-0.127) , (M=0.086, SD=1,011). .

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.

(F5): , (F5) Independent Samples t-Test (t=-0,365, df=71, p>0.05). , (M=-0.069, SD=1,074) (M=0.047, SD=0,966), . .

(F1): , (F1) ANOVA (F=1,991, p>0.05) . .

(F2): , (F2) ANOVA (F=0,421, p>0.05) . .

(F3): , (F3) ANOVA (F=0,641, p>0.05). , .

(F4): , (F4) ANOVA (F=0,240, p>0.05). .

(F5): , (F5)

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ANOVA , (F=2,078, p>0.05). .

(F1): , (F1) ANOVA (F=0,766, p>0.05) . .

(F2): , (F2) ANOVA F=1,483, p>0.05) . .

(F3): , (F3) ANOVA (F=0,706, p>0.05). , .

(F4): , (F4) ANOVA (F=0,311, p>0.05). .

(F5): , (F5) ANOVA (F=1,296, p>0.05).

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.

(F1): (F1) ANOVA (F=0,941, p>0.05). .

(F2): , (F2) ANOVA (F=0,722, p>0.05) . .

(F3): , (F3) ANOVA (F=1,017, p>0.05). .

(F4): , (F4) ANOVA (F=1,007, p>0.05). .

(F5): , (F5) ANOVA (F=0,226, p>0.05). .

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, , , , , , - , , , . , . , . . .

. H , , , . .

. (2000): , , .

, . 2011. Principal Components Analysis . 4o , .

Armstrong, J. M. (1985). A national assessment of participation and achievement of woman in mathematics. In S.F. Chipman, L. R. Brush, & D. M. Wilson (Eds.), Woman and mathematics: Balancing the equation (pp. 59-94).Hillsdale, New Jersey: Lawrence Erlbaum.

Boswell, S. L. (1985). The infl uence of sex role stereotyping on womans attitudes and

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achievement in mathematics., In S. F. Chipman, L. R. Brush