Classified "A" by ANVUR in the fields 11/D1, 11/D2 Scientific in the field 14.
Abstract
The multicultural identity of the Italian school system calls for reflection on teachers’ competences. In the current context, intercultural competence appears particularly relevant in fostering more inclusive and motivating educational and teaching practices. The present study examines the relationship between inclusive self-efficacy, attitudes toward multicultural education, and (de)motivating teaching practices in primary school. A total of 122 participants (60 in-service teachers and 62 pre-service teachers) completed a questionnaire including several measurement scales and an open-ended question on professional development needs. The results show that self-efficacy, particularly in the collaborative dimension, is associated with positive intercultural attitudes, which in turn promote more motivating practices and reduce demotivating ones. The analysis of needs highlights a demand for practice-oriented training and confirms the role of intercultural attitudes in promoting inclusive practices.
