INTERKULTURALNA KOMPETENCIJA NASTAVNIKA – IZAZOV PROFESIONALNOG RAZVOJA
Predavač:
Malčić Borka & Marić Jurišin Stanislava
Vreme:
15.00-15.15
Mesto:
Sesija 1
InterKult 2025 Sažeci
Srpski
doc. dr Malčić Borka
Filozofski fakultet, Univerzitet u Novom Sadu, Srbija
borka.malcic@ff.uns.ac.rs
prof. dr Marić Jurišin Stanislava
Filozofski fakultet, Univerzitet u Novom Sadu, Srbija
stashamaric@ff.uns.ac.rs
INTERKULTURALNA KOMPETENCIJA NASTAVNIKA – IZAZOV PROFESIONALNOG RAZVOJA
Polazeći od relanosti u kojoj je svet obeležen migracijama i reformama, svedoci smo potrebe prelaska škola u interkulturalne zajednice koje teže da odgovore izazovima globalnih promena. U tom kontekstu interkulturalna kompetencija nastavnika postaje značajna komponenta njegovog profesionalnog razvoja. Stalna težnja za sposobnošću učinkovitog odgovora na promene u društvu implicira jačanje interkulturalnog identiteta nastavnika i njegovih interkulturalnih kompetencija. Ovaj rad se bavi teorijskom analizom definicije, modela i dimenzija interkulturalne kompetencije nastavnika. Poseban akcenat stavljen je na izazove u razvoju ovih kompetencija u kontekstu profesionalnog razvoja. U zaključku se naglašava važnost uključivanja interkulturalne pedagogije u programe inicijalnog obrazovanja nastavnika, potreba eksplicitnog prepoznavanja i institucionalnog podržavanja ovog konstrukta u obrazovnim politikama, kao i neophodnost sistemski uređenog, kontinuiranog profesionalnog razvoja.
Ključne reči: nastavnik, interkulturalna kompetencija, profesionalni razvoj, obrazovne reforme
English
Malčić Borka
Faculty of Philosophy, University of Novi Sad, Serbia
borka.malcic@ff.uns.ac.rs
Marić Jurišin Stanislava
Faculty of Philosophy, University of Novi Sad, Serbia
stashamaric@ff.uns.ac.rs
INTERCULTURAL COMPETENCE OF TEACHERS – A CHALLENGE FOR PROFESSIONAL DEVELOPMENT
In a world increasingly shaped by migration and educational reforms, schools are called upon to transform into intercultural communities capable of responding to the challenges of global change. Within this context, teachers’ intercultural competence emerges as a vital component of their professional development. The continuous demand for the ability to respond effectively to societal transformations implies the strengthening of both teachers’ intercultural identity and their intercultural skills. This paper provides a theoretical analysis of the definition, models, and dimensions of teachers’ intercultural competence. Special attention is given to the challenges in developing these competences within the framework of professional growth. The conclusion highlights the importance of integrating intercultural pedagogy into initial teacher education programs, the need for explicit recognition and institutional support of this construct within educational policy, as well as the necessity of a systematically organized and continuous model of professional development.
Key words: teacher, intercultural competence, professional development, educational reform
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