Teacher Professional Development in Multilingual and Multicultural School Contexts

This study, carried out in the Portuguese educational context, analysed the perceptions of 126 primary and secondary school teachers regarding their professional development in multilingual and multicultural school contexts. The results reveal that the majority of teachers have never received specific training in this area, showing a significant gap in their preparation for diverse educational contexts. Among the main challenges mentioned are language barriers, the need for pedagogical differentiation and the difficulties arising from cultural differences. Even so, teachers value positive aspects such as sharing experiences and exchanging linguistic and cultural knowledge. This data highlights the need for more significant investment in ongoing training programmes that prepare teachers to respond adequately to the demands of linguistic and cultural diversity, promoting more inclusive and effective teaching practices

Mathematics education · Multiculturalism · Pedagogy · Professional development · Sociology · Education Systems and Policy · Educational Practices and Challenges · Psychology · Second Language Learning and Teaching