Yiasemina Karagiorgi - Profile on Academia.edu (original) (raw)
Papers by Yiasemina Karagiorgi
Οικοδομώντας γέφυρες για την εισαγωγική επιμόρφωση: Προβληματισμοί και Προοπτικές, Eνημερωτικό Δελτίο Παιδαγωγικού Ινστιτούτου, 9, 19-23
Improving Schools
sagepub.co.uk/journalsPermissions.nav
Feedback-based coaching towards school leaders’ professional development
International Journal of Mentoring and Coaching in Education, 2016
Purpose– The purpose of this paper is to discuss feedback-based group coaching as a strategy towa... more Purpose– The purpose of this paper is to discuss feedback-based group coaching as a strategy towards school leaders’ development. On the basis of data collected within the framework of the project “Professional Learning through Feedback and Reflection” (PROFLEC), this case study explores the Cypriot school leaders’ views about feedback and coaching as developmental tools. The PROFLEC project was implemented in participating countries during 2013-2015 and involved completing an online leadership self-assessment inventory, training as well as coaching sessions.Design/methodology/approach– Observations and interviews with coachees and coaches illustrate participants’ views on feedback-based group coaching, the critical conditions of its implementation and the perceived value of the particular model.Findings– The study concludes that feedback-based group coaching can enhance school leaders’ organisational socialisation and learning; yet, certain aspects, such as the nature of the feedba...
Programme for the International Assessment of Adult Competencies (PIAAC), Cyprus
Dieser Datensatz enthält Kompetenzwerte (plausible values) für die befragten Personen in den Bere... more Dieser Datensatz enthält Kompetenzwerte (plausible values) für die befragten Personen in den Bereichen Lesekompetenz und alltagsmathematische Kompetenz sowie Hintergrundinformationen zu den Befragten. A: Allgemein Informationen wie Alter und Geschlecht B: Bildung wie höchster Bildungsabschluss, Jahr bei Ende der Schulbildung, gegenwärtige Ausbildung, Teilnahme an Weiterbildung, berufliche Motivation für Weiterbildung, Art um Umfang der Weiterbildungsaktivitäten im letzten Jahr. C: Erwerbsstatus und detaillierte Angaben zum beruflichen Werdegang, bezahlte Tätigkeit für einen Familienbetrieb, Informationen zur Arbeitssuche, Anzahl der Berufsjahre in Voll- oder Teilzeit; Anzahl der Arbeitgeber. D: Informationen zur derzeitigen Erwerbstätigkeit wie Beruf, Branche, öffentlicher oder privater Sektor, Alter bei Arbeitsbeginn bzw. Jahr des Arbeitsbeginns beim derzeitigen Arbeitgeber, Betriebsgröße, Selbständigkeit, Weisungsbefugnis, Art des Arbeitsvertrages, Wochenarbeitszeit, Arbeitsflexibilität, Arbeitszufriedenheit und Einkommen. E: Informationen zur letzten Erwerbstätigkeit wie Branche, Selbständigkeit, Art des Arbeitsvertrages, Wochenarbeitszeit, Grund für das Ausscheiden aus dem Arbeitsverhältnis. F: Fertigkeiten am Arbeitsplatz: konkrete Angaben zu bei der Arbeit eingesetzten körperlichen und intellektuellen Fertigkeiten und Fähigkeiten, u.a. Computerkenntnisse, Internetnutzung, Lesen und Schreiben. G: Lesen, Schreiben, Computerkenntnisse, Internetnutzung etc. im Alltag. H: Einstellungen und Selbsteinschätzung: Lernstrategien, ehrenamtliches Engagement, politische Wirksamkeit, soziales Vertrauen, Selbsteinschätzung des Gesundheitszustands. I: Hintergrundinformationen Haushaltsgröße und Haushaltszusammensetzung, Zusammenleben mit einem Partner, Angaben zu Anzahl und Alter der Kinder, Geburtsland, Migrationshintergrund, Muttersprache bzw. in der Kindheit erlernte Sprachen, zuhause gesprochene Sprachen, höchster Bildungsabschluss der Eltern, Anzahl der Bücher im Haushalt. Zusätzlich enthält der Datensatz weitere abge [...]
Τρία Σχολεία σε Πορεία Βελτίωσης: Η Εφαρμογή ενός Προγράμματος Αυτοαξιολόγησης Σχολικής Μονάδας, Bελτίωση και Ανάπτυξη Σχολικής Μονάδας, 1 (1) 21-26
ABSTRACT
Professional Development in Education, 2009
The building of teacher networks or communities is increasingly seen as an alternative form of pr... more The building of teacher networks or communities is increasingly seen as an alternative form of professional development, allowing teachers to share experience, information and good practice. The present article describes and analyses the activities of such a community, developed within the framework of a national debate, initiated to investigate the potential of online teacher communities in Cyprus. The study outlines how this community evolved on the basis of data collected through, firstly, records on the extent and the quality of contributions, and, secondly, telephone interviews with group members to reveal their own interpretations of participation. In light of an apparent failure of this online community to become a community of practice, factors contributing to this failure are further discussed. In particular, this study reflects on underlying issues, involving mostly the social infrastructure required for such communities to function efficiently and effectively. Such issues relate to enhancing participation, building identity and community, facing administration and facilitation concerns and addressing technical aspects.
Journal for Multicultural Education, 2018
Purpose In this paper, the authors focus on a professional development programme in Cyprus aiming... more Purpose In this paper, the authors focus on a professional development programme in Cyprus aiming to enhance teachers’ intercultural understanding, awareness and competencies. This paper aims to focus on trainers’ and teacher trainees’ reflections upon a teacher professional development programme in the primary school in Cyprus with the largest number of Roma children. Design/methodology/approach The training was provided by a small team of six trainers. Immediately after each training session, each trainer participated in an interview, while three of the trainers participated also in a focus-group interview at the end of the training. The trainers’ data were complemented by semi-structured interviews with a number of trainees either before or after the training. All interviews were transcribed, while interview questions comprised the framework for the qualitative analysis. The findings are presented by means of content analysis which formed the basis for emerging themes. Findings T...
Professional Learning through Reflection promoted by Feedback and Coaching (PROFLEC) in Cyprus
International Journal of Leadership in Education, 2017
Abstract This article focuses on the implementation of the Professional Learning through Reflecti... more Abstract This article focuses on the implementation of the Professional Learning through Reflection promoted by Feedback and Coaching (PROFLEC) project in Cyprus. The project aimed to provide valid and reliable feedback to school leaders and support them to interpret this into meaningful practice. A three-step-process, involving a self-assessment inventory and individualized feedback reports, workshops, and coaching sessions was employed. Results suggest that feedback and coaching can be effective learning strategies in school leaders’ professional development programmes. Findings are discussed in light of the potential of these two strategies for future developments of such programmes within the particular setting.
School Effectiveness and School Improvement, 2016
Self-efficacy is extensively discussed within social cognitive theory. This study aimed to explor... more Self-efficacy is extensively discussed within social cognitive theory. This study aimed to explore the impact of professional development and practice on school leaders' self-efficacy in Cyprus. A quasi-experimental design involving 2 groups of novice secondary deputy head teachers was employed. All participants practised leadership at the time, but the experimental group also attended a leadership training programme. The School Leaders' Self-Efficacy Scale addressing 8 dimensions was distributed to both groups at the beginning and the end of the school year. A within-group analysis indicated positive effects on self-efficacy regarding evaluating classroom practices for the experimental group. However, for the control group, effects were negative on self-efficacy with regards to evaluating classroom practices, monitoring learning, and leadership of continuing professional development. Between-group analyses revealed positive gains for the experimental group across the 3 aforementioned self-efficacy dimensions. Arising implications are discussed in the context of professional development programmes for school leaders in Cyprus.
Επαγγελματική Ικανοποίηση και Αυτεπάρκεια Εκπαιδευτικών Δευτεροβάθμιας Εκπαίδευσης στην Κύπρο [Job Satisfaction and Self-efficacy of Secondary Education Teachers in Cyprus]
Validation of the Greek language proficiency tests ‘Milas Ellinika’ in Cyprus
Επαγγελματική Ανάπτυξη των Εκπαιδευτικών στην Κύπρο: Ανάγκες και Προτεραιότητες στην Ενδοϋπηρεσιακή Επιμόρφωση, Δελτίο Kυπριακού Oμίλου Eκπαιδευτικής Διοίκησης, 17, 19-22
Η Επαγγελματική Aνάπτυξη των Εκπαιδευτικών στην Κύπρο, Εφημερίδα Φιλελεύθερος, 50, 16293, 20.02.05
Planets in the same orbit: Teacher Training towards Roma Inclusion in the Greek-Cypriot and the Greek Educational System
This comparative study discusses two teacher training programmes implemented at the Greek-Cypriot... more This comparative study discusses two teacher training programmes implemented at the Greek-Cypriot and the Greek educational systems. Both programmes were provided within the framework of the European funded project INSETRom, which aimed towards more inclusive Roma education through teacher professional development. Training modules, designed on the basis of reported teachers´, parents´ and children’s needs, were offered concurrently in the two countries from January to May 2009. Data collected from participants before and after training indicated that the modules met teachers’ expectations only to a certain extent and that participants´ levels of confidence in teaching Roma, teaching about Roma and addressing stereotypes about Roma improved only slightly. Despite the diversity of responses, when compared with their Greek-Cypriot counterparts, Greek teachers appeared more satisfied with the training, probably because of their more extensive experience in teaching Roma students. Teach...
Roma Inclusion in the Greek-Cypriot Educational System–Reflections on Teacher Training Needs
Roma school enrolment, attendance, attainment and dropout rates emerged as ‘hot’ issues in the Gr... more Roma school enrolment, attendance, attainment and dropout rates emerged as ‘hot’ issues in the Greek-Cypriot educational system after travel restrictions across the demarcation line were eased in April 2003 and Turkish-speaking Roma resided in the south. This study reports on a research study undertaken within the framework of the INSETRom project. Data from semi-structured interviews, collected from Roma pupils, their parents and their teachers in the three schools attended by the largest numbers of Roma children in the Greek-Cypriot educational system, indicated the marginalization of Roma despite official policies of non-segregation and employment of supportive measures. Teachers, all of Greek origin, raised issues related to Roma children motivation, absenteeism, and school adjustment; from their part, Roma parents and children reported bullying, language difficulties and social isolation. Data suggest that for Roma education to become more inclusive there is a need for adequate teacher training that will aim at enhancing teachers’ understanding of Roma history and culture and enabling teachers to respond to the challenge of teaching in multicultural classrooms where manifestations of discriminatory attitudes are apparent. The study outlines contextual and methodological directions for the design of such training, leading to needs-based interventions in curriculum development, classroom management and teacher-parent communication. (201 words)
Through the eyes of the teachers: revisiting in‐service training practices in Cyprus
Teacher Development, 2008
Roma and their education in Cyprus: reflections on INSETRom teacher training for Roma inclusion
Intercultural Education, 2009
... An overview of the situation in the EU Member States http://www.fra.europa.eu ... role as a s... more ... An overview of the situation in the EU Member States http://www.fra.europa.eu ... role as a source of knowledge, and parents' stories can be an important source ... facilitate inclusive practices, enhancing the educational participation of Roma in the Greek‐Cypriot educational system. ...
Teachers' in‐service training needs in Cyprus
European Journal of Teacher Education, 2007
... educational system. The methodology employed is then outlined, followed by a discussion ofthe... more ... educational system. The methodology employed is then outlined, followed by a discussion ofthe main research findings and possible policy implications. The paper concludes with an overview of the emerging recommendations for teacher professional development in Cyprus. ...
International Journal of Education, 2011
This comparative study discusses two teacher training programmes implemented at the Greek-Cypriot... more This comparative study discusses two teacher training programmes implemented at the Greek-Cypriot and the Greek educational systems. Both programmes were provided within the framework of the European funded project INSETRom, which aimed towards more inclusive Roma education through teacher professional development. Training modules, designed on the basis of reported teachers´, parents´ and children's needs, were offered concurrently in the two countries from January to May 2009. Data collected from participants before and after training indicated that the modules met teachers' expectations only to a certain extent and that participants´ levels of confidence in teaching Roma, teaching about Roma and addressing stereotypes about Roma improved only slightly. Despite the diversity of responses, when compared with their Greek-Cypriot counterparts, Greek teachers appeared more satisfied with the training, probably because of their more extensive experience in teaching Roma students. Teachers' responses underline the importance of additional teacher training firstly, to enhance understanding of Roma culture and, secondly, to address practical classroom strategies. The paper discusses further contextual and methodological directions for training to enable teachers to respond to multicultural classrooms. The study holds implications for the design of training for Roma inclusion in particular and intercultural education in more general.
Οικοδομώντας γέφυρες για την εισαγωγική επιμόρφωση: Προβληματισμοί και Προοπτικές, Eνημερωτικό Δελτίο Παιδαγωγικού Ινστιτούτου, 9, 19-23
Improving Schools
sagepub.co.uk/journalsPermissions.nav
Feedback-based coaching towards school leaders’ professional development
International Journal of Mentoring and Coaching in Education, 2016
Purpose– The purpose of this paper is to discuss feedback-based group coaching as a strategy towa... more Purpose– The purpose of this paper is to discuss feedback-based group coaching as a strategy towards school leaders’ development. On the basis of data collected within the framework of the project “Professional Learning through Feedback and Reflection” (PROFLEC), this case study explores the Cypriot school leaders’ views about feedback and coaching as developmental tools. The PROFLEC project was implemented in participating countries during 2013-2015 and involved completing an online leadership self-assessment inventory, training as well as coaching sessions.Design/methodology/approach– Observations and interviews with coachees and coaches illustrate participants’ views on feedback-based group coaching, the critical conditions of its implementation and the perceived value of the particular model.Findings– The study concludes that feedback-based group coaching can enhance school leaders’ organisational socialisation and learning; yet, certain aspects, such as the nature of the feedba...
Programme for the International Assessment of Adult Competencies (PIAAC), Cyprus
Dieser Datensatz enthält Kompetenzwerte (plausible values) für die befragten Personen in den Bere... more Dieser Datensatz enthält Kompetenzwerte (plausible values) für die befragten Personen in den Bereichen Lesekompetenz und alltagsmathematische Kompetenz sowie Hintergrundinformationen zu den Befragten. A: Allgemein Informationen wie Alter und Geschlecht B: Bildung wie höchster Bildungsabschluss, Jahr bei Ende der Schulbildung, gegenwärtige Ausbildung, Teilnahme an Weiterbildung, berufliche Motivation für Weiterbildung, Art um Umfang der Weiterbildungsaktivitäten im letzten Jahr. C: Erwerbsstatus und detaillierte Angaben zum beruflichen Werdegang, bezahlte Tätigkeit für einen Familienbetrieb, Informationen zur Arbeitssuche, Anzahl der Berufsjahre in Voll- oder Teilzeit; Anzahl der Arbeitgeber. D: Informationen zur derzeitigen Erwerbstätigkeit wie Beruf, Branche, öffentlicher oder privater Sektor, Alter bei Arbeitsbeginn bzw. Jahr des Arbeitsbeginns beim derzeitigen Arbeitgeber, Betriebsgröße, Selbständigkeit, Weisungsbefugnis, Art des Arbeitsvertrages, Wochenarbeitszeit, Arbeitsflexibilität, Arbeitszufriedenheit und Einkommen. E: Informationen zur letzten Erwerbstätigkeit wie Branche, Selbständigkeit, Art des Arbeitsvertrages, Wochenarbeitszeit, Grund für das Ausscheiden aus dem Arbeitsverhältnis. F: Fertigkeiten am Arbeitsplatz: konkrete Angaben zu bei der Arbeit eingesetzten körperlichen und intellektuellen Fertigkeiten und Fähigkeiten, u.a. Computerkenntnisse, Internetnutzung, Lesen und Schreiben. G: Lesen, Schreiben, Computerkenntnisse, Internetnutzung etc. im Alltag. H: Einstellungen und Selbsteinschätzung: Lernstrategien, ehrenamtliches Engagement, politische Wirksamkeit, soziales Vertrauen, Selbsteinschätzung des Gesundheitszustands. I: Hintergrundinformationen Haushaltsgröße und Haushaltszusammensetzung, Zusammenleben mit einem Partner, Angaben zu Anzahl und Alter der Kinder, Geburtsland, Migrationshintergrund, Muttersprache bzw. in der Kindheit erlernte Sprachen, zuhause gesprochene Sprachen, höchster Bildungsabschluss der Eltern, Anzahl der Bücher im Haushalt. Zusätzlich enthält der Datensatz weitere abge [...]
Τρία Σχολεία σε Πορεία Βελτίωσης: Η Εφαρμογή ενός Προγράμματος Αυτοαξιολόγησης Σχολικής Μονάδας, Bελτίωση και Ανάπτυξη Σχολικής Μονάδας, 1 (1) 21-26
ABSTRACT
Professional Development in Education, 2009
The building of teacher networks or communities is increasingly seen as an alternative form of pr... more The building of teacher networks or communities is increasingly seen as an alternative form of professional development, allowing teachers to share experience, information and good practice. The present article describes and analyses the activities of such a community, developed within the framework of a national debate, initiated to investigate the potential of online teacher communities in Cyprus. The study outlines how this community evolved on the basis of data collected through, firstly, records on the extent and the quality of contributions, and, secondly, telephone interviews with group members to reveal their own interpretations of participation. In light of an apparent failure of this online community to become a community of practice, factors contributing to this failure are further discussed. In particular, this study reflects on underlying issues, involving mostly the social infrastructure required for such communities to function efficiently and effectively. Such issues relate to enhancing participation, building identity and community, facing administration and facilitation concerns and addressing technical aspects.
Journal for Multicultural Education, 2018
Purpose In this paper, the authors focus on a professional development programme in Cyprus aiming... more Purpose In this paper, the authors focus on a professional development programme in Cyprus aiming to enhance teachers’ intercultural understanding, awareness and competencies. This paper aims to focus on trainers’ and teacher trainees’ reflections upon a teacher professional development programme in the primary school in Cyprus with the largest number of Roma children. Design/methodology/approach The training was provided by a small team of six trainers. Immediately after each training session, each trainer participated in an interview, while three of the trainers participated also in a focus-group interview at the end of the training. The trainers’ data were complemented by semi-structured interviews with a number of trainees either before or after the training. All interviews were transcribed, while interview questions comprised the framework for the qualitative analysis. The findings are presented by means of content analysis which formed the basis for emerging themes. Findings T...
Professional Learning through Reflection promoted by Feedback and Coaching (PROFLEC) in Cyprus
International Journal of Leadership in Education, 2017
Abstract This article focuses on the implementation of the Professional Learning through Reflecti... more Abstract This article focuses on the implementation of the Professional Learning through Reflection promoted by Feedback and Coaching (PROFLEC) project in Cyprus. The project aimed to provide valid and reliable feedback to school leaders and support them to interpret this into meaningful practice. A three-step-process, involving a self-assessment inventory and individualized feedback reports, workshops, and coaching sessions was employed. Results suggest that feedback and coaching can be effective learning strategies in school leaders’ professional development programmes. Findings are discussed in light of the potential of these two strategies for future developments of such programmes within the particular setting.
School Effectiveness and School Improvement, 2016
Self-efficacy is extensively discussed within social cognitive theory. This study aimed to explor... more Self-efficacy is extensively discussed within social cognitive theory. This study aimed to explore the impact of professional development and practice on school leaders' self-efficacy in Cyprus. A quasi-experimental design involving 2 groups of novice secondary deputy head teachers was employed. All participants practised leadership at the time, but the experimental group also attended a leadership training programme. The School Leaders' Self-Efficacy Scale addressing 8 dimensions was distributed to both groups at the beginning and the end of the school year. A within-group analysis indicated positive effects on self-efficacy regarding evaluating classroom practices for the experimental group. However, for the control group, effects were negative on self-efficacy with regards to evaluating classroom practices, monitoring learning, and leadership of continuing professional development. Between-group analyses revealed positive gains for the experimental group across the 3 aforementioned self-efficacy dimensions. Arising implications are discussed in the context of professional development programmes for school leaders in Cyprus.
Επαγγελματική Ικανοποίηση και Αυτεπάρκεια Εκπαιδευτικών Δευτεροβάθμιας Εκπαίδευσης στην Κύπρο [Job Satisfaction and Self-efficacy of Secondary Education Teachers in Cyprus]
Validation of the Greek language proficiency tests ‘Milas Ellinika’ in Cyprus
Επαγγελματική Ανάπτυξη των Εκπαιδευτικών στην Κύπρο: Ανάγκες και Προτεραιότητες στην Ενδοϋπηρεσιακή Επιμόρφωση, Δελτίο Kυπριακού Oμίλου Eκπαιδευτικής Διοίκησης, 17, 19-22
Η Επαγγελματική Aνάπτυξη των Εκπαιδευτικών στην Κύπρο, Εφημερίδα Φιλελεύθερος, 50, 16293, 20.02.05
Planets in the same orbit: Teacher Training towards Roma Inclusion in the Greek-Cypriot and the Greek Educational System
This comparative study discusses two teacher training programmes implemented at the Greek-Cypriot... more This comparative study discusses two teacher training programmes implemented at the Greek-Cypriot and the Greek educational systems. Both programmes were provided within the framework of the European funded project INSETRom, which aimed towards more inclusive Roma education through teacher professional development. Training modules, designed on the basis of reported teachers´, parents´ and children’s needs, were offered concurrently in the two countries from January to May 2009. Data collected from participants before and after training indicated that the modules met teachers’ expectations only to a certain extent and that participants´ levels of confidence in teaching Roma, teaching about Roma and addressing stereotypes about Roma improved only slightly. Despite the diversity of responses, when compared with their Greek-Cypriot counterparts, Greek teachers appeared more satisfied with the training, probably because of their more extensive experience in teaching Roma students. Teach...
Roma Inclusion in the Greek-Cypriot Educational System–Reflections on Teacher Training Needs
Roma school enrolment, attendance, attainment and dropout rates emerged as ‘hot’ issues in the Gr... more Roma school enrolment, attendance, attainment and dropout rates emerged as ‘hot’ issues in the Greek-Cypriot educational system after travel restrictions across the demarcation line were eased in April 2003 and Turkish-speaking Roma resided in the south. This study reports on a research study undertaken within the framework of the INSETRom project. Data from semi-structured interviews, collected from Roma pupils, their parents and their teachers in the three schools attended by the largest numbers of Roma children in the Greek-Cypriot educational system, indicated the marginalization of Roma despite official policies of non-segregation and employment of supportive measures. Teachers, all of Greek origin, raised issues related to Roma children motivation, absenteeism, and school adjustment; from their part, Roma parents and children reported bullying, language difficulties and social isolation. Data suggest that for Roma education to become more inclusive there is a need for adequate teacher training that will aim at enhancing teachers’ understanding of Roma history and culture and enabling teachers to respond to the challenge of teaching in multicultural classrooms where manifestations of discriminatory attitudes are apparent. The study outlines contextual and methodological directions for the design of such training, leading to needs-based interventions in curriculum development, classroom management and teacher-parent communication. (201 words)
Through the eyes of the teachers: revisiting in‐service training practices in Cyprus
Teacher Development, 2008
Roma and their education in Cyprus: reflections on INSETRom teacher training for Roma inclusion
Intercultural Education, 2009
... An overview of the situation in the EU Member States http://www.fra.europa.eu ... role as a s... more ... An overview of the situation in the EU Member States http://www.fra.europa.eu ... role as a source of knowledge, and parents' stories can be an important source ... facilitate inclusive practices, enhancing the educational participation of Roma in the Greek‐Cypriot educational system. ...
Teachers' in‐service training needs in Cyprus
European Journal of Teacher Education, 2007
... educational system. The methodology employed is then outlined, followed by a discussion ofthe... more ... educational system. The methodology employed is then outlined, followed by a discussion ofthe main research findings and possible policy implications. The paper concludes with an overview of the emerging recommendations for teacher professional development in Cyprus. ...
International Journal of Education, 2011
This comparative study discusses two teacher training programmes implemented at the Greek-Cypriot... more This comparative study discusses two teacher training programmes implemented at the Greek-Cypriot and the Greek educational systems. Both programmes were provided within the framework of the European funded project INSETRom, which aimed towards more inclusive Roma education through teacher professional development. Training modules, designed on the basis of reported teachers´, parents´ and children's needs, were offered concurrently in the two countries from January to May 2009. Data collected from participants before and after training indicated that the modules met teachers' expectations only to a certain extent and that participants´ levels of confidence in teaching Roma, teaching about Roma and addressing stereotypes about Roma improved only slightly. Despite the diversity of responses, when compared with their Greek-Cypriot counterparts, Greek teachers appeared more satisfied with the training, probably because of their more extensive experience in teaching Roma students. Teachers' responses underline the importance of additional teacher training firstly, to enhance understanding of Roma culture and, secondly, to address practical classroom strategies. The paper discusses further contextual and methodological directions for training to enable teachers to respond to multicultural classrooms. The study holds implications for the design of training for Roma inclusion in particular and intercultural education in more general.