PROFESORUL COMPETENT INTERCULTURAL

Abstract

In the context of social, demographic, cultural, economic, scientifc, technological changes, the world of education is also continuously evolving. This is also true for the teaching profession, which is faced with new demands, responsibilities and expectations. The social diversity present in schools imposes new roles on the teaching staff. Today, the teacher is rather a cultural facilitator who translates dialogues, mediates conflicts, develops democratic relationships in the class of students. The diversity training of the teaching staff involves three major dimensions: the cognitive, instrumental-methodological and relational-behavioral dimensions. The teacher’s intercultural competence refers specifcally to his ability to mobilize knowledge, methods of action, but also positive attitudes in solving situations of intercultural interaction. Even if, in this millennium, cultural literacy is considered an indispensable form of literacy, we still witness the lack or insufcient preparation of teachers to teach in diverse educational environments. In this sense, the responsibility rests with the state institutions, which must insist more on the initial and continuous training of teaching staff through the prism of the dimension of interculturality.