Do Teachers Coming from Diverse Ethno-cultural Backgrounds Represent an Added Value for the Profession? Findings of a Study Conducted in French-Speaking Switzerland

Akkari, Abdeljalil; Bauer, Stéphanie; Radhouane, Myriam

doi:10.7459/ept/39.1.05

Scientific article

English

Do Teachers Coming from Diverse Ethno-cultural Backgrounds Represent an Added Value for the Profession? Findings of a Study Conducted in French-Speaking Switzerland

ContributorsAkkari, Abdeljalil

; Bauer, Stéphanie; Radhouane, Myriam

Published inEducational practice and theory, vol. 39, no. 1, p. 69-89

Publication date2017-04-14

Affiliation entities

Faculté de psychologie et des sciences de l'éducation / Section des sciences de l'éducation

Research groups

Equipe de recherche en dimensions internationales de l'éducation (ERDIE)

Citation (ISO format)

AKKARI, Abdeljalil, BAUER, Stéphanie, RADHOUANE, Myriam. Do Teachers Coming from Diverse Ethno-cultural Backgrounds Represent an Added Value for the Profession? Findings of a Study Conducted in French-Speaking Switzerland. In: Educational practice and theory, 2017, vol. 39, n° 1, p. 69–89. doi: 10.7459/ept/39.1.05

Article (Published version)

Identifiers

PID : unige:171367
DOI : 10.7459/ept/39.1.05

Journal ISSN1323-577X

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Do Teachers Coming from Diverse Ethno-cultural Backgrounds Represent an Added Value for the Profession? Findings of a Study Conducted in French-Speaking Switzerland

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