Increasing teachers’ intercultural competences in teacher preparation programs and through professional development: A review

This article reviews professional development efforts that aim to improve intercultural competences of in-service and pre-service teachers working in primary early childhood education. A specific purpose was evaluate the impact wider context use reflection enactment as facilitators change. An analysis 23 22 papers shows an embedded contextual approach development, which is guided fostered, most likely effectively increase teachers’ competences. However, such still uncommon field teacher preparation support.