<?xml version="1.0" encoding="UTF-8"?><xml><records><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Anna  Džalalova</style></author><author><style face="normal" font="default" size="100%">Nina  Raud</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">MULTICULTURAL COMPETENCE AND ITS DEVELOPMENT IN STUDENTS OF TEACHER EDUCATION CURRICULA</style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Education in the 21st Century</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">multicultural competence</style></keyword><keyword><style  face="normal" font="default" size="100%">principles of multicultural education</style></keyword><keyword><style  face="normal" font="default" size="100%">teacher education</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2012</style></year><pub-dates><date><style  face="normal" font="default" size="100%">March/2012</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2014/457-1408532021.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">40</style></volume><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">According to the Estonian State Integration Programme the system of education is considered to be one of the main areas of implementing the state integration policy. The main task of schools in Estonia is to support the feeling of belonging for permanent residents of the Estonian society by sharing common values and knowledge of the official language, and to create possibilities for understanding other cultures and establishing methods for cross-cultural communication with various ethnic groups.
 The purpose of the research is to study multicultural competence which is considered to be a key component of professional teacher education, as it is of interdisciplinary nature and comprises various aspects which contribute to the development of cognition, personality and professional activities. The research, conducted among students into the level of development of their multicultural competence, has revealed that Narva College students have a positive ethnic identity and quite a high degree of tolerance, which testifies to the positive attitude to their own and other cultures and students’ readiness for intercultural communication.
 To support the development of multicultural competence in students there has been devised a programme based on such educational components as the comprehensive knowledge of research methods and practices in multicultural education; formation of positive respectful attitude towards native and other cultures; development of skills to support culture-centred education and effective cross-cultural communication; and with inclusion of professional pedagogical activities being based on the humanistic approach and efficient pedagogical interaction.
 The research covers key points of how the principles of multilingual and multicultural education are realised in everyday teaching practices to achieve corresponding learning outcomes.</style></abstract><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">65-74</style></section></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Dzintra Iliško</style></author><author><style face="normal" font="default" size="100%">Svetlana Ignatjeva</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">TOWARDS A MULTICULTURALLY COMPETENT TEACHER IN BUILDING A SUSTAINABLE COMMUNITY</style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Education in the 21st Century </style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">cultural and religious diversity</style></keyword><keyword><style  face="normal" font="default" size="100%">multicultural competence</style></keyword><keyword><style  face="normal" font="default" size="100%">teacher education</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2008</style></year><pub-dates><date><style  face="normal" font="default" size="100%">June/2008</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2014/457-1392234868.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">7</style></volume><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">The primary goal of this study is to focus on teachers’ perception of their own multicultural competence. This study examines the perception of teachers of themselves in their competency of multicultural knowledge, awareness and practice. The study reflects teachers’ level of multicultural competence as a desired ideal and its correlation with the existing level of teachers’ competency. The study puts forward a research question: To what extent do teachers’ perceive themselves to be multiculturally competent. Do teachers perceive multicultural competence as significant in fostering the ideals of a sustainable society? For this purpose the survey was designed to measure the characteristics of a multiculturally competent teacher by using 5 points scale. This article sets forth a variety of questions to re-direct process of revision and refinement of multicultural training in Latvia. Learning sensitivity towards other groups requires time and energy. This takes time to learn to observe, empathize, and appreciate other people’s ways of doing things in order to become culturally competent. Multicultural people have a broader, richer and more accurate worldview. </style></abstract><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">39-47</style></section></record></records></xml>