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Teaching in Upper Secondary Schools with High Migratory Complexity: The European Project QuaMMELOT

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Social Justice, Media and Technology in Teacher Education (ATEE 2021)

Part of the book series: Communications in Computer and Information Science ((CCIS,volume 1649))

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Abstract

The necessity to support secondary school teachers for the educational needs of migrant minors, organize the reception of unaccompanied minors, improve their scholastic-performance, detect their knowledge, and decrease school drop-out, requires methodologies and tools which can develop basic skills through targeted disciplinary paths.

The QuaMMELOT Project (Qualification for Minor Migrants Education and Learning Open access - Online Teacher-training) Erasmus KA2, developed an e-learning structured path in training-modules around eight topics within the Moodle platform of the University of Florence that enabled teachers from partner countries (Greece, Denmark, Spain, Italy) to create, develop and adopt innovative teaching methodologies in the school-contexts of reference.

In this way we want to respond to the complexity of the school and rethink the role of the teacher as a person capable of reflecting on himself and on society, of doing research as a tutor for inclusion, of carrying out concrete action against discrimination and of promoting active citizenship. Distance learning allows the participation of European teachers within an interconnected system in order to confront everyone with a reality that cannot be avoided for a long time and that must be oriented towards dialogue and cooperation. The paper aims to describe the QuaMMELOT project through the main objectives achieved and the methodological approaches implemented, and to present some significant data from the survey carried out at the end of the training course.

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Notes

  1. 1.

    Eurostat, Asylum Statistics, September 2020.

  2. 2.

    E.g. CLIL-based interdisciplinary approaches.

  3. 3.

    The analysis of the quantitative results was carried out using descriptive statistical methods such as frequency tables and bar graphs. Due to the small sample size, hypothesis testing and inductive statistical methods (e.g. factor analysis by country of origin) could not be applied. Data analysis was performed with the statistical package for the social sciences IBM SPSS Statistics 23.

  4. 4.

    The qualitative data are obtained from the answers to the 6 open-ended questions of the questionnaire. Brief comments on the teachers' answers were included in the analysis, interpreting the meaning of the content of the textual data. A flexible approach to content analysis was used, in which coding categories were derived directly from the textual data.

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Authors and Affiliations

  1. University of Florence, Via Laura 48, Florence, Italy

    Raffaella Biagioli & Maria Grazia Proli

Authors
  1. Raffaella Biagioli
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  2. Maria Grazia Proli
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Correspondence to Raffaella Biagioli .

Editor information

Editors and Affiliations

  1. University of Florence, Florence, Italy

    Maria Ranieri

  2. University of Cagliari, Cagliari, Italy

    Marta Pellegrini

  3. University of Florence, Florence, Italy

    Laura Menichetti

  4. University of Florence, Florence, Italy

    Alice Roffi

  5. University of Florence, Florence, Italy

    Damiana Luzzi

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Biagioli, R., Proli, M.G. (2022). Teaching in Upper Secondary Schools with High Migratory Complexity: The European Project QuaMMELOT. In: Ranieri, M., Pellegrini, M., Menichetti, L., Roffi, A., Luzzi, D. (eds) Social Justice, Media and Technology in Teacher Education. ATEE 2021. Communications in Computer and Information Science, vol 1649. Springer, Cham. https://doi.org/10.1007/978-3-031-20777-8_13

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  • DOI: https://doi.org/10.1007/978-3-031-20777-8_13

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  • Publisher Name: Springer, Cham

  • Print ISBN: 978-3-031-20776-1

  • Online ISBN: 978-3-031-20777-8

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