In the new globalized and pluralistic European society, the task of the school is to adapt to the continuous changes taking place, but also to constantly redefine its educational and inclusive function. In this sense, it becomes essential to train a teaching class capable of responding to the challenges posed by the presence of children and adolescents from different cultural contexts, as well as promoting educational and didactic paths with an intercultural matrix. In this regard, the present research work focuses on examining the proposals and indications provided by the European institutions to the various Member States regarding the intercultural training of teachers in training and in service.
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