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In many European countries, successful completion of the initial teacher education (ITE) is the only condition for entering the school recruitment process. However, several studies reveal a gap between knowledge, theory and practice acquired during the initial teacher education and demands that new pre-primary and primary teachers face when starting their careers. Some of the challenges they encounter include foreign language proficiency, basic foreign language teaching methodology, intercultural experience, cross- curricular connections, and technology advancement. To better prepare their student teachers, partners from Italy, Spain, Croatia, Romania and Poland formed a multidisciplinary international eTwinning project that connects initial teacher universities and schools. The goal of the project was to focus on environmental education and find a new cross-curricular approach to environmental, social and economic sustainability involving values of citizenship and responsibility. The project started with international groups of student teachers working together and developing ideas and materials for cross-curricular teaching following the content and language integrated learning (CLIL) approach. Teachers from partner schools would then further modify the materials to their pupils’ needs and work on the topics provided. The circle of teaching was then completed when teachers uploaded results and shared experiences of their teaching with the other members of the group.

本稿では，教育者育成専門科目「持続可能な開発のための教育」の内容を教科横断的デザインのもとで再検討し，教員養成プログラム開発に向けた検証を行ったものである。さまざまな研修プログラムを組み込んだ授業の評価を行うことで，学生の教科横断力の測定を行い，今後の授業改善の一助とした。ESD をクロスオーバー領域と位置づけ，この領域に参入する教科横断デザインモデルを提示した。

Tämä väitöskirja koostuu kolmesta artikkelista, joista kukin esittelee yhden tapaustutkimuksen: (1) Effects of progressive inquiry on cognitive and affective learning outcomes in adolescents’ geography education, (2) Narratives of inquiry learning in middle school geography when studying with geographic inquiry, sekä (3) Students’ narratives and conceptual changes in a cross-curricular inquiry-based study unit in a Finnish upper secondary school. Ensimmäinen artikkeli on kirjoitettu yhdessä Petri Nokelaisen kanssa ja kolmas yhdessä Ilkka Ratisen kanssa. Lisäksi esitellään toisen ja kolmannen tapaustutkimuksen julkaisemattomat tulokset koskien opetuksen digitalisoitumista. Kaikki kolme tapaustutkimusta käsittelevät tutkivaa oppimista. Tutkivaa oppimista on pitkään pidetty yhtenä hyödyllisistä lähestymistavoista suunniteltaessa pedagogisia malleja luonnontieteen opetukseen käsitteiden, ilmiöiden ja menetelmien oppimista varten. Tutkivaa oppimista on jo ennestään toteutettu paitsi luonnontieteiden opetuksessa myös muiden tieteenalojen opetuksessa sekä monialaisissa opinnoissa. Tätä väitöskirjaa varten suunniteltiin kolme pedagogista mallia, jotka pohjautuvat Kai Hakkaraisen ja Sami Paavolan kehittämään tutkivan oppimisen malliin. Tämä väitöskirja esittelee toteutusmallin käytettäväksi yläkoulun ja lukion maantieteen opetuksessa sekä lukion monialaisessa opetuksessa. Ensimmäisessä tapaustutkimuksessa selvitettiin tutkivan oppimisen vaikutuksia kognitiivisiin oppimistuloksiin ja motivaatiotasoon kahdessa nuoren eri kehitysvaiheessa: yläkoulussa ja lukiossa. Maantiede tarjoaa loistavat puitteet tutkivaan oppimiseen, koska se on kouluaine, joka parantaa taitoja hankkia, analysoida, muokata, rakentaa ja vertailla tietoa. Kokeellisella tutkimuksella verrattiin tutkivan oppimisen interventioryhmien kognitiivisia oppimistuloksia ja motivaatiotasoa kontrolliryhmiin, joita opetettiin perinteisemmällä, opettajakeskeisemmällä opetusmenetelmällä. Tulokset osoittavat, että kognitiiviset oppimistulokset olivat parempia interventioryhmissä sekä yläkoulun että lukion puolella, ja että vanhemmat oppilaat hyötyivät vielä enemmän kuin yläkoulun oppilaat. Lisäksi havaittiin, että aikaisemmat oppimisen itsesäätelytaidot eivät vaikuttaneet kognitiivisiin tuloksiin, joten tarvittavat säätelytaidot opittiin kurssin aikana. Tutkiva oppiminen vaikutti myönteisesti yläkoulun oppilaiden motivaatiotasoon. Toinen ja kolmas tapaustutkimus osoittavat, että narratiivinen haastattelu ja narratiivinen analyysi sopivat hyvin 14–15-vuotiaita ja 17–18-vuotiaita nuoria koskevaan tutkimukseen. Näiden kahden tapaustutkimuksen narratiivien ja narratiivisen analyysin tulosten mukaan yläkoulussa ja lukiossa oppijat, joiden minäpystyvyyden uskomukset ovat myönteisiä ja realistisia ja joilla on hyvät oppimisen itsesäätelytaidot, hyötyvät tutkivan oppimisen mahdollistamasta korkeasta autonomiasta. Tämä ilmeni molempien tapaustutkimusten vallitsevana narratiivina. Yläkoulun ja lukion aineistosta löytynyt ensimmäinen vastakertomus muistutti toisiaan, koska molemmat kuvaavat oppijaa, joka kamppailee oppimisen itsesäätelytaitojen kanssa kaikilla kolmella eli kognition, motivaation ja käyttäytymisen säätelyn tasolla. Nämä opiskelijat eivät pysyneet aikataulussa ja pitivät itselleen tärkeiden tutkimuskysymysten muodostamista vaikeana, eikä heidän opettajansa tukenut riittävästi näiden oppilaiden oppimisen itsesäätelyprosessia. Näin ollen myös lukion opiskelijat tarvitsevat enemmän harjoittelua oppiakseen tieteellistä ajattelua. Toinen vastakertomus vaihteli suuresti yläkoulun ja lukion välillä; Yläkoulussa se kuvaa oppijaa, jolla on erinomaiset oppimisen itsesäätelytaidot, mutta vaatii saada opiskella yksin, kun taas lukiossa se kuvaa oppijaa, jolla on erinomaiset neuvottelutaidot, mutta heikko oppimisen eteen ponnistelun säätelytaito. Kolmas tapaustutkimus poikkesi ensimmäisestä ja toisesta kontekstinsa puolesta, koska tutkimuksen kohteena ei ollut maantiede tai muu yksittäinen oppiaine, vaan monialainen opintojakso. Lisäksi se antoi uuden näkökulman henkilökohtaiseen tavoiteorientaatioon tutkiessaan, miten oppijan tavoiteorientaatio liittyy oppimisen itsesäätelytaitoihin ja akateemisiin oppimistuloksiin, kuten käsitteellisiin muutoksiin. Narratiivien analyysin ja narratiivisen analyysin tulokset ovat yhdenmukaisia edellisen tapaustutkimuksen tulosten kanssa, koska vallitseva kertomus kuvaa oppijaa, jonka tavoiteorientaatio on joko oppimishakuinen tai suoritusorientaatio ja joka hyötyy tutkivan oppimisen tarjoamasta autonomiasta. Suoritusorientaation omaava oppija hyötyi tutkivasta oppimisesta lähinnä suoriutumalla erinomaisesti kurssitehtävissä (portfolio ja käsitekartta), kun taas oppimishakuiset oppijat eivät menestyneet kirjallisissa suorituksissa vaan haastattelun paljastamissa korkeamman ajattelun taidoissa, joka ilmeni käsitteellisinä muutoksina ja kynnyskäsitteiden oivalluksina. Oppimishakuiset oppijat asettivat etusijalle ajattelun syventymisen ja laajemman ymmärryksen käsitteiden ja ilmiöiden ymmärtämisessä kuin ideoidensa dokumentoinnin kurssisuoritteisiin. Kolmas tapaustutkimus viittaa näin ollen siihen, että tarvitaan multimodaalista arviointia, jos halutaan huomioida ajattelun taitoja kurssiarvioinnissa. Yhteistaideteos toimi kolmannessa tapaustutkimuksessa erinomaisesti arvioinnin välineenä, sillä se toi esiin, miten oppijat olivat oppineet eri oppiaineiden näkökulmia ja miten he yhdistivät niitä. This dissertation consists of three case studies presented in three scholarly articles: (1) Effects of progressive inquiry on cognitive and affective learning outcomes in adolescents’ geography education, (2) Narratives of inquiry learning in middle school geography when studying with geographic inquiry, and (3) Students’ narratives and conceptual changes in a cross-curricular inquiry-based study unit in a Finnish upper secondary school. The first article is written together with Petri Nokelainen and the third together with Ilkka Ratinen. There is also a nonpublished section encompassing results from the second and third case study concerning digitalization in a learning context. (2) All three case studies deal with inquiry-based learning. Inquiry learning has for a long time been regarded as one of the beneficial approaches when designing pedagogical models for understanding science, its concepts, phenomena, and methods. Inquiry learning has been implemented, not only for science teaching, but for other disciplines’ education as well and for non-domain specific, cross-curricular studies. For this dissertation, three different pedagogical models for inquiry learning were designed. They are based on the progressive inquiry model developed by Kai Hakkarainen and Sami Paavola and two of them were designed for geography education in middle school and upper secondary school, and the third one applies a two-level inquiry model specifically designed for a cross-curricular study unit in upper secondary school. The first case study investigated the progressive inquiry model’s effects on cognitive learning outcomes and motivation level in two different developmental stages: adolescents in middle school and upper secondary school. Geography offers a great context for studying inquiry learning, because it is a school subject that enhances skills to acquire information, analyse, transform, construct, and compare knowledge. A quasi-experimental design was applied to compare inquiry learning classes’ cognitive learning outcomes and motivation level with classes that were taught in a more teacher-centred model. The results show that cognitive learning outcomes were improved at both education levels, and the older students profited even more than the middle school students. Moreover, previous self-regulated learning (SRL) skills had no effect on cognitive outcomes, hence the necessary regulation skills were adopted during the course. Inquiry learning affected motivation levels positively in the middle school context. The second and third case studies indicate that narrative interview is well-suited for collecting data in the form of narratives from adolescents 14 to 15 and 17 to 18 years of age. The results of these two case studies’ narrative analysis and analysis of narratives were in line with previous studies indicating that, in middle school and upper secondary school, learners with positive and realistic self-efficacy beliefs and good SRL skills benefitted from the high level of autonomy provided by inquiry learning. This was suggested by the dominant narrative identified in the datasets. The first counter-narrative in two educational levels resembled each other, as both depicted a learner struggling with SRL skills at all three levels, namely cognition, motivation, and behaviour. These students fell behind schedule and found forming research questions relevant to oneself difficult, and their teacher failed to support these students’ self-regulatory process. Therefore, secondary school students also need more practice to engage in scientific thinking. The second counter-narrative varied a lot between the two datasets; in middle school it portrayed a learner who had excellent SRL skills but insisted on studying alone, whereas in upper secondary school it depicted a learner with excellent negotiating skills but poor effort regulation skills. The third case study differed from the first and second one by the context, as the studied course is not geography or any other single school subject, but a cross- curricular study unit. Moreover, it adds a point of view of personal achievement goal orientation to investigate how a learner’s goal orientation relates to the SRL skills and academic learning outcomes, such as conceptual changes. The results of the narrative analysis and analysis of narratives are in line with the second case study’s results, as the dominant narrative described a learner whose goal orientation is either mastery or a performance approach, and they benefit from the autonomy of inquiry learning. A learner with a performance approach benefits from inquiry learning mostly by achieving high-level performance in the course tasks (portfolio and concept map), whereas the mostly mastery-oriented learners do not excel in the written performances but showcase conceptual change and threshold concepts in the interview, as they prioritize deeper thinking and competence in understanding the concepts and phenomena over recording their ideas in a portfolio. Additionally, the third case study suggests that multimodal assessment is needed to assess the concept perception and conceptual changes that take place in a cross-curricular context. In the third case study, the joint artwork served as an excellent assessment tool, as it highlighted how learners had learned perspectives from different school subjects and how they combined them.

Današnje, postmoderno vrijeme, vrijeme ambivalentnih vrijednosti upozorava na potrebu usvajanja novih vrijednosnih paradigmi unutar odgojno-obrazovnoga sustava. Održivi razvoj držimo znanstvenim konceptom, filozofijom življenja suvremenoga čovjeka i praksom razvoja kojom se postiže ravnoteža ekonomsko-socijalno-ekoloških ciljeva za dobrobit budućih generacija. Današnjica narušenih općeljudskih vrijednosti upućuje čovjeka odgovornom odnosu prema okolini prihvaćajući održivi razvoj kao filozofski pristup i pragmatično djelovanje sa sustavom temeljnih ljudskih vrijednosti i djelovanja. U tom smislu implementiranje ciljeva, zadataka i sadržaja održivoga razvoja u suvremeni kurikul mora postati imperativ suvremene škole. Rad razmatra ulogu odgoja i obrazovanja za održivi razvoj u suvremenoj školi dajući pregled znanstvenih pogleda uz kritičko promišljanje navedene problematike., The postmodern time of today, a time of ambivalent values, points to a need for adopting new value paradigms within the educational system. We hold sustainable development to be a scientific concept, a modern man’s philosophy of living, and a development practice that achieves a balance of economic-social-ecological goals for the benefit of future generations. Today when universal human values are impaired, man is directed to cultivate responsible relationship towards the environment by accepting sustainable development as a philosophical approach and pragmatic action with a system of basic human values and actions. In that sense, implementing goals, tasks, and contents of sustainable development into the contemporary curriculum must become imperative for a modern school. The paper reflects on the role of education for sustainable development in a contemporary school by giving an overview of scientific views, along with a critical reflection on the problem.

This study focused on the characteristics of an action-research study concerning an English language reading and writing intervention program in a primary state school, located in northeast Portugal (low-Socio Economic Status setting), where four groups of children (n = 92) participated in the academic year 2019&ndash, 2020, after the National strategy for foreign languages was launched. The longitudinal study carried out in the action-research methodology, where the teacher, syllabus designer and researcher was the main author, was set out with two main aims. The first was to tackle and to overcome the lack of teacher training for teaching English to young learners in Portuguese primary schools. The second was to prompt intervention, through the design and implementation of a suitable pedagogic approach for teaching English to young learners, in line with Content for Language and Integrated Learning (CLIL) principles, namely English Across the Curriculum, thus fostering the interrelationships between English language reading and writing skills. The findings of the action-research reading intervention program demonstrate that it is possible to overcome such barriers as pupils&rsquo, negative attitudes and counteract the damaging effects of poverty in foreign language literacy development by exposing them to children&rsquo, s picturebooks/storybooks, thus fostering the overall literacy development. The key concepts explored in these books, being associated with primary key curriculum themes are an effective way to establish clear positive connections among English language reading and writing relationships. In addition, the current study also sheds light on how primary English language school teachers can design suitable pedagogic approaches to foster overall literacy development, thus advancing innovative teacher training opportunities.

Učni načrti osnovnih in srednjih šol predvidevajo, da se učenci in dijaki spoznajo z nekaterimi učnimi vsebinami, ki jih raziskovalci na tem področju prepoznajo kot zahtevne. Kot ena takih izpostavljenih je druga svetovna vojna, ki je prepoznana kot občutljiva tematika. Velika večina učencev in dijakov se težko identificira s preganjanimi skupinami, nekateri ne morejo razumeti, kaj se je dogajalo zaradi narave in kompleksnosti vsebine, drugi pa so lahko le občutljivi na grozo. Osnovnošolski predmet, ki zajema največji del vsebine druge svetovne vojne, je zgodovina. Učitelji in profesorji zgodovine pri poučevanju posegajo po različnih virih, med katerimi so tudi razni pisni viri in slikovna gradiva. Druga svetovna vojna se nas je Slovencev kot naroda močno dotaknila, zato so jo slovenski umetniki veliko in pogosto tematizirali. Ker je učenje skozi umetnost prepoznano kot učinkovita metoda za dodatno razlago vsebin drugih predmetov, spodbuja razvijanje empatije, umetnostna zgodovina pa je prepoznana kot izrazito interdisciplinarna veda, smo v nalogi želeli raziskati, kako učence in dijake skozi umetnost popeljati do celovitejšega razumevanja zahtevnih vsebin. Za začetek smo raziskali, v katerih učnih načrtih se tema druge svetovne vojne na Slovenskem sploh pojavi. Tako smo ugotovili, kateri predmeti so smiselni za medpredmetno povezovanje in kakšna so didaktična priporočila učnih načrtov zanj. V magistrskem delu smo predstavili razliko med kroskurikularnim in medpredmetnim povezovanjem, ju opisali in predstavili, zakaj sta smiselni. Predstavili smo tudi več oblik medpredmetnih povezav, za katere se lahko odločimo. Predstavili smo rezultate že narejenih raziskav na področju mnenj učiteljev o povezovanjih in rezultate raziskav, ki so v povezovanja vključevale umetniške predmete. Raziskali smo, kakšen pomen ima umetnost za vzgojo in izobraževanje, kaj učenje skozi umetnost je in kako lahko predmete povezujemo skozi poučevanje o likovni umetnosti. Predmeta zgodovina in likovna umetnost oziroma umetnostna zgodovina se naravno tesno povezujeta v galerijah in muzejih. Tako strokovnjaki na tem področju kot tudi avtorji učnih načrtov na vsebinski ravni prepoznavajo muzejsko pedagogiko kot pomembno metodo za spoznavanje zgodovine človeštva in zgodovinskih obdobij. Zato smo predstavili tudi to. Analize učnih načrtov so pokazale, da sta za poglobljeno razumevanje druge svetovne vojne na Slovenskem, tako v osnovni šoli kot tudi v gimnaziji, najbolj primerna predmeta zgodovina in likovna umetnost. V drugem delu raziskave smo tako ugotavljali, katero dostopno likovno delo slovenske povojne umetnosti je za medpredmetno povezovanje na izbrano tematiko najbolj primerno. Kot dober primer smo izbrali Pompejansko omizje. Slika je delo Marija Preglja, ki je na platno prenesel svoje izkušnje iz koncentracijskih taborišč, v katerih je bil ujet med drugo svetovno vojno. Da lahko izbrano sliko širše umestimo (v obdobje, v katerem je nastala), smo poskrbeli za galerijski kontekst. Kot končni rezultat smo po opravljeni umetnostno-zgodovinski analizi za izbrano sliko pripravili gradivo za učitelje, ki ga lahko uporabijo v medpredmetnem povezovanju prej naštetih predmetov. Del gradiva je tudi voden pogovor o umetnini (pripravljena vprašanja in predvideni odgovori), skozi katerega vsebino likovnega dela in tematike predstavimo. School curriculums of primary and secondary schools expect pupils and students to get acquainted to content which researchers in the field mark as demanding. One of those contents is World War II, which is a delicate subject. Most pupils and students have trouble with identifying with prosecuted groups some cannot understand what events took place due to the nature or the extent of the contents, while others are just more sensitive to the horrors. School subject that deals with this topic the most is history. Teachers and professors use different sources which include various written and graphic content. World War II left a strong mark on Slovenians therefore it has been depicted by many Slovenian artists. Learning through art is recognised as an effective method of additional explanation of other subjects, it helps to evolve empathy and art history is known as an extremely interdisciplinary science. Therefore we wanted to research how art could be used for a more comprehensive understanding of demanding content by pupils and students. Firstly, we researched which school subject curriculums contain the topic of World War II in Slovenia. By doing so, we found out which school subjects could be used in cross-curricular teaching and what are didactic recommendations for these links. In the master thesis we explained the differences between integrated curriculum and cross-curricular approach, provided an explanation for each and explained their usefulness. We presented multiple varieties of cross-curricular approach that are available to teachers. We presented the results of already conducted research on the topic of teacher’s opinions on such links and results of research of art-implemented curriculums. We explored what meaning art has for upbringing and education, what learning through art is and how subjects can be linked through visual art. Galleries and museums naturally link history and art history. Professionals in the field and authors of school curricula alike recognise museum education as an important method of learning human history and historical eras. Therefore, we presented this as well. School subjects’ curricula analyses have shown that history and art history are the most suitable subjects for a deeper understanding of World War II in Slovenia in primary and secondary school. In the second part of our research we explored which artwork of Slovenian post-war art is the most appropriate for such cross-curricular teaching. As a good example we chose Pompejansko omizje. This is a painting by Marij Pregelj, who reflected his concentration camp experiences on canvas. To broadly place the painting (into an art era in which it was created) we provided a gallery context. After an art historical analysis we prepared material for teachers for the chosen painting as the final result. It can be used for a cross-curricular approach for aforementioned school subjects. A part of the material is also a guided discussion about the work of art (prepared questions and expected answers), through which we present the content and theme of the artwork.

Jau kopš 2014. gada autore izmanto starppriekšmetu saikni informātikas stundās, apvienojot informātikas un fizikas mācību priekšmetus, vidusskolēnu, it īpaši 10. klases skolēnu, motivēšanai. Skolotāju maģistra pieredzes darba ietvaros tika veikts pētījums 2018. gada pavasarī. Pētījumā izmantotā metode ir darbības pētījums. Pētījuma mērķis bija noskaidrot, vai starppriekšmetu saiknes izmantošana fizikā un informātikā uzlabos 10. klases skolēnu pamata kompetences (digitālo, saziņas, sadarb ̄ıbas un dabaszinātņu). Pētījuma laikā autore novēroja, ka skolēnu pamata kompetenču līmenis tika uzlabots, kā arī paši skolēni ievēroja un novēroja to. Autores darba rezultāti, tai skaitā šajā darbā aprakstītais pētījums, var tikt atrasts un apskatīts autores izveidotajā mājas lapā (https://sites.google.com/site/mtpeneilande/)., In order to motivate high school students, especially form 10 students, to learn informatics, the author started to use cross-curricular approach connecting physics and informatics. The author uses this approach since 2014. The Teacher – Master’s Paper research was conducted in the spring of 2018. The research method was action research and the research aim was to explore whether cross-curricular approach will affect the form 10 students’ key competences (digital, communication, collaboration and natural science). During the research the author found out that students improved their key competences while fulfilling the prepared tasks. Students by themselves saw the progress as well as it could be observed by teacher. The results of the author’s work, including results from this research, can be observed in the author’s web page ( https://sites.google.com/site/mtpeneilande/).

Information education utilizing multi-media in schools is dealt with from a multi-faceted perspective in a majority of subjects which make up the curricular activities, as well as in the extra-curricular activities, in order to develop information and multi-media literacy for ail students within a comprehensive perspectives. In this article, three types of approach to construct the curriculum for information education are compared among others in terms of its feasibility and practicability. The strategy to integrate the curricular and extra-curricular activities, so called, the "cross-curricular approach"may be one of the most possible way to cope with the needs for information education within the framework of the present course of study.

Використання принципу міжпредметності при вивченні математики дозволяє продемонструвати різні області її застосування, таким чином підвищити мотивацію щодо вивчення дисципліни. Міжпредметність сприяє розвитку мислення, самостійності, пізнавальної та творчої активності студентів. При цитуванні документа, використовуйте посилання http://essuir.sumdu.edu.ua/handle/123456789/18038

The Croatian experiences regarding early foreign language learning and teaching within the project of the same name were presented to teachers from other European countries. A special emphasis was put on English as the most widely-learnt/taught foreign language in Croatia because of the English-speaking environment where the course was held and the authors own experiences with this. The basic aim of this approach to learning implies not just learning FLs but learning in FLs, where FL is used as a means of instruction, another means of communication, providing learners with expanding their background knowledge as well as linguistic knowledge.

Der internationale Wiederaufschwung der staatsbürgerlichen Erziehung im letzten Jahrzehnt hatte keinen anhaltenden Einfluss im spanischen Erziehungssystem. Im Gegensatz zu den Anstrengungen in Großbritannien, in vielen ehemals kommunistischen Ländern und Demokratien auf der ganzen Welt wie in Australien, waren die spanischen Bemühungen um eine demokratische Staatserziehung eher bescheiden. Trotzdem kann man von einem steigenden Interesse und einer immer größeren Verwirklichung der Überzeugung sprechen, dass Spanien ein Teil des neuen, demokratischeren Europas ist, das eine staatsbürgerliche Erziehung braucht, damit die jungen Leute ein demokratisches Bewusstsein entwickeln. Das Allgemeine Gesetz zur Regulierung des Spanischen Erziehungssystems (LOGSE) von 1990, zum Beispiel, beinhaltete staatsbürgerliche Erziehung als Teil der geplanten Erziehungsreform von Spanien am Ende des 20. Jahrhunderts. Unser Ziel ist es, das Programm für die Staatsbürgerliche und Moralische Erziehung, das 1990 vom spanischen Erziehungsministerium vorgeschlagen wurde, von seinen frühesten Formulierungen an kritisch zu analysieren und dabei auch die Änderungen zu betrachten, die bis 2001 eingefügt worden sind. Es wurden die Gesetzestexte und Anordnungen analysiert, die in der genannten Zeitspanne vom Ministerium (MEC: Spanisches Ministerium für Erziehung und Wissenschaft) veröffentlicht worden sind. Die veröffentlichte Bibliographie, die sich mit der theoretischen Basis der Vorschläge befasst, sowie die Hinweise auf die Einführung dieser Erziehung wurden ebenfalls berücksichtigt. Wir folgern aus unseren Studien, dass Spanien sich, trotz dieser Bemühungen in der Erziehungsreform, für ein kraftvolleres Programm für staatsbürgerliche Erziehung in einer Demokratie entscheiden muss, wenn es sich selbst, die Erziehung betreffend, als Teil des neuen Europas sehen möchte. Die jungen Leute in Spanien sind gewöhnlich nicht gut darauf vorbereitet, aktive, demokratische Staatsbürger im neuen Europa und in der fortschreitend globalisierten Welt zu sein. The international revival in civic education over the past decade did not have a pervading impact on the Spanish education system. Unlike efforts in Britain, many former communist countries and democracies in other parts of the world such as Australia, Spanish efforts to invigorate education for democratic citizenship have been modest. Nevertheless there has been a growing interest and an increasing realization that Spain is part of a new, more democratic Europe which needs civic education for its young people to enhance democratic citizenship. For example, the 1990 General Law for the Regulation of the Spanish Educational System (LOGSE) included Civic Education as part of the planned educational reform for Spain at the end of the Twentieth century. Our objective is to critically analyze the Civic and Moral Education program proposed by the Spanish Ministry of Education, in 1990, from its earliest formulations, including the modifications that have been incorporated until 2001. The legal texts and orders issued by the ministry (MEC: Ministerio Español de Educación y Ciencia) during the specified period were analyzed. Published bibliography presenting the theoretical basis of the proposal, as well as the references concerning its implementation, were also studied. We conclude that despite these efforts in educational reform, if Spain wants to see itself, educationally, as part of the new Europe, it will need to engage a more vigorous program in civic education for democratic citizenship. Currently young people in Spain are not well prepared for active, democratic citizenship in the new Europe and an increasingly globalized world., JSSE - Journal of Social Science Education, 2-2003: Country Reports

The aim of this study is to identify the concrete means through which intercultural education elements may be included in the academic curriculum, across all subjects. The area in which I chose to apply an experiment was English Teacher Education, for pre-service (BA) and in-service students (MA), as well as for postgraduate students of Economics. The sample of students consisted of BA students of English Philology, MA students of English, French and Romanian Philology and MA students in Business Administration in Tourism and Services. By the end of the semester, students and teacher trainees managed to understand several intercultural aspects.