Studies in Social Science
Alexandros Argyriadis; Olga Drakopoulou; Agathi Argyriadi
Abstract
The literature consistently emphasizes the significance of primary formal education in addressing social inequalities, fostering inclusivity, reducing stereotypes, and promoting critical thinking regarding discrimination, violence, and prejudice. However, the lack of specialized undergraduate studies ...
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The literature consistently emphasizes the significance of primary formal education in addressing social inequalities, fostering inclusivity, reducing stereotypes, and promoting critical thinking regarding discrimination, violence, and prejudice. However, the lack of specialized undergraduate studies for teachers raises questions about their cultural competence and their ability to effectively teach and cultivate appropriate attitudes and values. This research aimed to evaluate the cultural competence skills of preschool teachers, explore social inequalities, and develop an intervention plan. A quantitative study was conducted, involving the translation and validation of a cultural competence measurement scale, which was then administered to preschool teachers. The survey included 532 participants, consisting of 500 women and 32 men, with 27 individuals having received training or postgraduate specialization in intercultural education. Data analysis was performed using SPSS (v. 28). The study revealed that teachers possess a high level of knowledge in cultural matters and demonstrate good cultural awareness; however, their cultural abilities are limited. The survey results provide valuable insights for ongoing intervention design. In conclusion, while preschool teachers exhibit satisfactory theoretical knowledge of cultural work, weaknesses are identified in the acquisition of skills, attitudes, and behaviors.
